D 

• 3 



New York State Education Department 



Advance sheets of 



Syllabus for Secondary Schools 

1910 



HISTORY AND SOCIAL SCIENCE 



History 3 

Civics 135 

Eeonomics 154 



H4S3r-Apio-sooo-Ecl,i (7-2082) 



ALBANY 

NEW YORK STATE EDUCATION DEPARTMENT 
I9IO 








Qass. 
Book. 






;^' 



GROUP 4 
HISTORY 



A foreword — the proper use o£ the history syllabus 

In making this syllabus, the authors have had first in mind the 
proper study of history, not the passing of examinations. They 
have desired to encourage patient, thoughtful, many-sided eflfort; 
to reveal historical relations that might not be obvious in the close 
study of a single textbook ; to invite to the use of the library and 
notebook; to show^ the young teacher how to teach history, the 
immature student how to learn history. Moreover in a field so 
large, so new, so filled with opportunities for real culture, a broad 
syllabus is much to be preferred to a narrow one. 

It may assist some to point out that the syllabus in each field 
contains three lines of analysis ; that the general surveys contain 
Hvo of these lines ; that every student should be thoroughly familiar 
with the general surveys including even the dates ; that every 
student in the class should be able to show some fair understanding 
of each topic in the second analysis and should be able to relate it 
both to preceding and subsequent topics. Within the broad horizon 
thus indicated, teachers ought to find and to use a large freedom. 
A teacher of even moderate skill ought sometimes boldly to omit 
or rapidly pass over certain portions of a syllabus. By the use of 
type lessons, i. e. the selection of one settlement, one battle, one 
political or military campaign for intensive study, he may often 
impart to pupils enthusiasm and a power to study other topics for 
themselves. Indeed in ideal history teaching, the variety of the 
work would be limited only by the number of students in the class. 

A limited number of readings has been assigned for each field, 
and some question or questions in regard to these readings will 
form a part of future examinaitions. 

Attention is also directed to the use of the starred topics for the 
three hour courses in ancient and English history and to the credits 
allowed for approved library and notebook work. 

In December 1880, the University of the State of New York 
sent out to academic schools a summary statement of examinations 
in which were definite suggestions in regard to the scope of the 



D. Of D. 

SEP 18 1910 




instruction advisable in tlie diflFerent fields of academic study. These 
suggestions were submitted to the academic schools with a request 
for careful consideration and criticisms and evidently form the 
basis of succeeding Regents syllabuses. The fields of history rec- 
ommended in these suggestions of 1880 were American, English, 
Greek, Roman, civics and economics, and the entire outlines- for 
the six fields covered only four pages. 

In 1883 a noted educator undertook the editorship of a pedagogic 
library and chose the subject of history for the initial volume be- 
cause he thought that no subject so widely taught was taught so 
poorly ; and it is significant that six university professors or dis- 
tiigguished writers of history contributed to the contents of that 
volume. 

The estimate of history teaching made in 1883 is, perhaps, still 
valid ; but the intervening years have been a period of promise and 
progress. The publications referred to seem to mark the beginnings 
in this country, of cooperative effort to secure better secondary 
teaching in general and specially better teaching of histor}'. The 
growth of cooperative spirit among history teachers may be traced 
in the foTimation of the Committee of Ten which met at the Uni- 
versity of Wisconsin in 1892, in the Columbia Conference of 1896, 
in the appointment of the Committee of Seven, and its report of 
1899 and in the formation of history teachers associations in New 
England, in the North Central States, in Nebraska, California, 
Indiana, in several Southern States, and in the Middle States and 
Maryland. 

The results of these various efforts are as follows : a uniform 
course of history for secondary schools has been planned and widely 
adopted ; uniform requirements for admission to college supple- 
mented by uniform entrance examinations have been provided ; a 
movement to articulate the courses of college history with those of 
the high school has been started ; a syllabus of history for ele- 
mentary schools has been published by the Committee of Eight of 
the American Historical Association and a syllabus of secondary 
history by the Committee of Five of the same association is in prep- 
aration ; tendencies to overemphasize the use of local history and 
sources in secondary schools have been checked ; better methods of 
history teaching are gaining ground in both high school and college ; 
the demand for specially trained history teachers is growing" ; better 
textbooks in all the fields of history have been abundantly provided. 



One of the most important results of these cooperative efforts 
was the publication of a Hisiory Syllabus for Secondary Schools^- 
prepared by a special committee of the New England History- 
Teachers Associatioii. This syllabus was with some modifications- 
adopted by the committee charged with the revision of the history 
syllabus for New York State 1905. 

The syllabus of 1905 contained the folowing introductory state- 
ment: 

In presenting the following extended syllabus, it is not proposed 
to prescribe a larger amount of subject-matter as a burden for the. 
memory. On the contrary there has been an earnest effort to select 
such topics in the various fields as are most susceptible and most 
worthy of assimilation ; to present historic happenings in their - 
proper perspective ; to analyze historic movements and thus to shovr 
the relations of events that, to the pupil's mind, might seem iso- 
lated ; to provide a moderately large range of topics not for the 
sake of prescription but to encourage academic freedom ; to lead 
to the use of the notebook, the encyclopedia, the library, the atlas 
and collateral reading; to commend the good textbook not as a 
tyrant but as a guide. 

History teaehers who have worked in accord with the paragraph 
quoted report that the syllabus of 1905 has been most helpful. Stu- 
dents, also, in large numbers have been aided by its careful analyses. 
Unfortunately inexperienced teachers and those who teach mainly 
for results in examinations have complained that the multiplicity 
of topics prevents the use of library and notebook and narrows 
their work to textbook recitations. For the benefit of these the 
most important topics in ancient anfi in English history have been- 
starred that they may receive due emphasis. These starred topics- 
will form the basis of 80 per cent of the questions on examination, 
papers in the three hour courses. 

The course of European history offered in the syllabus of 1905,^. 
by reason of overcrowded curriculums, has been of little service^ 
In 1909 only 373 answer papers in European history were writters 
in all the schools. This course is therefore discontinued. 

^ History Syllabus for Secondary Schools, Outlining the Four Years*^ 
Course in History Recommended by the Committee of Seven of the Ameri- 
can Historical Association by a Special Committee of the New England 
History Teachers Association; published by D. C. Heath & Co., Boston' 
1904; published also in parts for the use of pupils; contains invaluable biblio- 
graphic references and suggestions for teachers and pupils. 



In accord with recent recommendations of the Co'mmittee of Five 
<oi the American Historical Association, a six hour course of mod- 
<ern history covering two years has been prepared. In New York 
-State it is offered as an option for ancient and- English history. 

Teachers are earnestly requested to weigh the merits of this new 
^course, to give it a trial where conditions permit and to consider 
whether this or some similar course would be preferable to the less 
'Connected and more intensive courses of ancient and English 
.tiistory. 

In accord with the wishes of experienced teachers throughout 
the State, the syllabus of American history and the syllabus of 
civics have been revised, the better to emphasize industrial, social 
and economic topics and present governmental activities. It is de- 
sirable that the work as outlined in the syllabus be presented by 
the use of separate textbooks and separate recitation periods. The 
■close relation between the two subjects should ever be kept in view 
^^iDy means of topical reviews and topical questions. 

vOvics is not recommended as a separate high school study, nor 
Us economics except for high schools that maintain commercial 
departments. To meet certain public needs separate examinations 
in these subjects will still be given. However, it is hardly possible 
rto exaggerate the importance of the truth that no history is prop- 
-erly taught in which economic and governmental conditions are not 
•compared with present customs, present forms of government and 
ipresent economic life. To a degree limited only by the pupirs 
ability to understand, civics and economics should be a part of all 
liistory teaching. 

Visual aids. It is of the utmost importance that pupils should 
project upon the mind the time, place and conditions in which 
"bistoric events occurred. They should be trained to this end. The 
■attitude of mind by which the pupil readily seeks to place himself 
-in the very midst of the scenes he is studying about should be 
•secured. To this end suitable aids to visualizing should be used, 
-such as maps, plans, sketches, cartoons, copies of manuscripts and 
■documents, pictures of persons, buildings and other structures, 
implements, utensils, wearing apparel, etc. A limited number of 
ideal drawings or paintings may be used but they should be true 
in spirit and executed by an artist of recognized merit. The Edu- 
■cation Department has a large collection of such illustrative mate- 
■rial in the form of lantern slides and photographs. These can be 
a-eadily obtained by any school prepared to use them for class in- 



struction. Besides such aid the resourceful teacher will be able tcs^ 
find much useful illustrative material in textbook, reference books,, 
magazines and elsewhere. 

The use of graphic representations and pictorial reproductions- 
is not to 'be confined to young pupils, though it is expected that 
they will be most needed by such pupils. Visualizing historic scenes 
and events is always essential to correct thinking in history. The- 
past is out of actual sight. It must be built up in the mind as a. 
pictiire. Pupils of more training and experience should be able- 
to form accurate mental pictures with fewer objective aids than., 
beginners. But in any new field of historical study a certain amount: 
of illustrative material is helpful and even essential for pupils of. 
any degree of maturity. 

Courses. The following courses of history in the order givert. 
and with the prescribed time allotments are either required or- 
recommended. 



Allotted year 

of the 

secondary 



Minimum recitr 
tion t;m3 



Maximum 

recitation 

time 



a Ancient history . 



Second 
or third 



3 periods a 
week 



5 periods- 
a week 



b English history. 



Third 
or second 



3 periods a 
week 



5 period© 
a week 



^d United States history and civics . 



Fourth 
or third 



ii2o periods a 

year 
8o periods a 

year 



e Modern history. 



Second 
and third 



3 periods a 

week 
3 periods a 

week 



id United States history and civics . 



Fourth 
or third 



ii2o periods a 

year 
8o periods a 

year 



I Recommended in general for high schools and required of all. 
schools maintaining courses of study preparatory for the teachers- 
academic certificate or for entrance to normal or training school: 
a, b and d, or c and d. 

1 United States history and civics is a required subject in the last year of" 
the course of all schools of senior or high school grade sharing in the appor- 
tionment of money for the payment of the tuition of nonresident academic- 
students. 



2 Required of all schools sharing in the apportionment for non- 
resident students as follows : 

Junior schools maintaining" a two 3'ears course, a 

Middle schools, a or b or c 

Senior schools, a or b or c and d 

High schools, 0, b and d, or c and d. 

Notebook and library work. Credits on examinations for cer- 
tified notebook and library work will be allowed as follows: a maxi- 
mum of 10 credits for a minimum of library work represented by 
.30 notebook exercises in United States history and civics, and in 
the five hour courses in ancient and in English history ; a maximum 
•of 20 credits for a minimum of library work represented by 50 
notebook exercises in modern history if claimed on the final exam- 
ination in the six hour course. 

Requirements. Notebook and library work to be accepted 
for credits must meet the following requirements : 

1 It must be based on the map work and the assigned topics of 
the syllabus. 

2 It must not exhibit as notebook exercises, any work dictated 
by the teacher, and copied charts or graphic representations or 
analyses found in textbooks, in collateral reading or in other note- 
tbooks except as specified in 3. 

3 Fifty per cent of the notebook exercises may consist of copied 
"work as follows : 

a Copied maps 

b filled in outline maps 

c Copied drawings 

d Selected illustrative material such as pictures, picture postal 
cards, facsimiles 

e Documents in civics such as warrants, ballots etc. 

/ A very limited number of exercises made up of (i) favorite 
quotations, gathered from various sources, illuminating 
either the whole field or some special topic or topics; (2) 
political watchwords; (3) definitions of words and phrases 
frequently used but obscure in meaning to the untrained 
student. 

All the work mentioned in 3 should be accompanied, if possible, 
"by references to the authorities from which it was obtained; also 
■by proper explanations showing its historic value or its relation to 
the topic studied. 



9 

4 The following kinds of exercises and others of like nature are 
acceptable material for the remainder of the required notebook 
work : 

a Answers to search questions on secondary or source material 

b Synopses of brief selections of source material 

c Comparisons made by the pupil from material found in the 

text or elsewhere 
d Brief statements made by the pupils of things learned from 

collateral reading 
c Charts or graphic representations made by the pupil 
/ Characterizations based on historic incidents 
g Brief compositions representing original investigation or 

thought 
//, Descriptions of historic excursions or visits to historic 

museums 
i Discussions or debates 
y One exercise showing the collateral reading done by the pupil 

during the year 

5 All work dictated by the teacher such as search questions, 
topical analyses, all work copied by the pupil except as indicated in 
3 preferably should appear on the left-hand page and must be 
plainly headed, " Dictated work " or " Copied work." It should 
never be counted as a notebook exercise. 

6 In general each notebook exercise should be a unit in itself. 
If notebook work is properly done each notebook will show a 

marked individuality and may well be characterized by Originality, 
order, symmetry, neatness and good taste. Yet here a word of cau- 
tion is necessary. The notebook is a means to an end, not an end 
in itself. Unnecessary time should not he consumed in the mechan- 
ics of notebook making. Maps colored with pastels or divided by 
a system of markings show history as well as though carefully 
tinted with water colors. 

The importance of estabHshing correct habits by requiring exact 
and definite references should never be overlooked. 

One kind of exercise found to be of special value is the follow- 
ing: the teacher reads a few paragraphs from some book not access- 
ible to the class ; the class attend carefully to the reading, taking 
down only catchwords or headings, from which, after the reading 
is finished, digests may be made. 

7 Every notebook should contain an index at the beginning shov^- 
ing the title of each exercise and the page on which it may be 
found. 



10 
Index of notebook exercises 



fx'erds^e ^ITLE OF EXERCISE p^ge 



8 When the notebcx)k has been completed, the teacher should 
attach the following certificate to the inside of the front cover: 

High School N.Y. 

This notebook contains the record of notebook work and library 

work done by in the 

High School under my supervision. 

[Signed] 

Teacher of 

9 A student taking the Department's examination must prepare 
a copy of the index of his notebook and attach it to his answer 
paper at the time of the examination. This copy of the index 
must bear (i) the teacher's indorsement certifying that it is a true 
abstract of the student's work, and (2) the teacher's rating of the 
notebook and library work based upon a scale of 10 for the one 
year courses ; on a scale of 20 for the two years course. Note- 
books not submitted to colleges as a part of the entrance require- 
ment, must be accessible to the inspectors and be subject to the 
call of the Department for a period of six months subsequent to 
the completion of the course. 

ANCIENT HISTORY TO 800 A. D. 

The study of history is valuable in so far as it promotes culture, 
service and progress. A narrow teaching of historic events is there- 
fore almost useless. These truths are specially applicable to high 
school work in ancient history. The immaturity of pupils at once 
demands and makes difficult the attainment of cultural results; yet 
if the pupil obtained nothing from ancient history but a panorama 
of vivid mental pictures, an acquaintance with some of the heroes 
and patriots of the ancient world, a dawning consciousness of our 
heritage from the past, the study would be worth while. Some- 



11 

what more than a mental picture gallery, however, may reasonably 
be expected. The problems appearing in the ancient develoipment 
of popular governm'cnts are comparatively simple if translated into 
miodern terms and running comparisons with modern movements 
not only help to an understanding of ancient politics but stimulate 
interest in present civic conditions. 

The transition from the more or less local patriotic treatment of 
history in the elementary grades to the comprehensive study of peo- 
ples far distant in time and place will be made easier to the pupil 
if the teacher make early and full use of maps, pictures, stereopti- 
con slides and standard guidebooks. One is not likely here to err 
by excess. The wealth of illustrative material leaves slight excuse 
for faint or grossly inaccurate mental pictures of ancient life. 

In the introduction of the study, sufficient time should be taken 
to awaken interest; therefore the use of several introductory topics 
is suggested. The axiom that the present can be understood only 
through a study O'f the past has its converse, that the past can be 
interpreted only through a knowledge of the present. If sufficient 
foundations are, at any point, wanting or weak, the defects must 
be made good. 

In the multitude of topics presented in the outline of 1905, cer- 
tain ones deserve emphasis and these have been starred. They will 
form the basis of 80 per cent of the questions in the examinations 
for the three hour course. 

Introductory topics 

A Geographic ideas of the ancients 

Tozer Classical Geography (primer), chapter I 
B The Nile, the Euphrates and the Mississippi valleys compared 

Consult encyclopedias 
C A tour to Mediterranean countries 

Illustrated with photographs or lantern slides. 
D Comparisons between life in Homeric days and the present: 
(a) the home and its furnishings; (b) farm life and prod- 
ucts; (c) industries; (d) social customs; (e) warfare; (/) 
religious ideals 

Fling. Source Book of Greek History, p. 1-28 
E The most beautiful myth of the ancients 

Guerber. Myths of Greece and Rome 
F The Hebrews in Egypt 

The Book of Exodus, chapters I-V 



12 



Lists of required readings to be varied from year to year will be 
furnished on a separate sheet. One or more questions based on 
these required readings will be included in each examination. Ques- 
tions calling for minute details will not be asked. 



1 ANCIENT HISTORY 




The oriental 
nations 



II 

Ancient Hellas: 
early develop- 
ment, 2ooo(?)- 
750 B.C. 

Ill 
State and 
national 
development in 
Greece to the 
foreign wars, 

750-500 B.C. 

IV 

Foreign wars of 
the Greeks : 
independence. 
560-479 B.C. 

V 

The preeminence 
of Athens, 479- 
431 B.C. 



VI 
Wars between 
the Greek states ; 
a century of 
strife, 461-362 
B.C. ; the Mace- 
donian invasion 



Introduction : scope and course of ancient 
, history 

2 Egypt, 5ooo(?)-52S b.c. 

3 The Tigris-Euphrates valley, 5000 or earlier- 

538 B.C. 

4 Syria (I) The Phenicians 

5 Syria (II) The Hebrews 

6 Media and Persia, 85o(?)-5i4 b.c. 

7 Summary and review of the oriental nations 

8 The land and the Aegean basin 

9 The people : migration atid expansion 

10 The Epic or " Homeric " age, 1000—750 b.c. 

(approximately) 

11 " Greek reconstruction of early history " 

12 The states, and the beginnings of leagues 

13 Age of colonial enterprise 

14 Order of political evolution 

1 5 Growth of Sparta : a military aristocracy 

16 Growth of Athens: progress toward democ- 

racy 

17 Intellectual progress of Hellas, 500 B.C. 

1 8 Bonds of union 

19 Lydian and Persian conquests in Asia Minor 

20 Scythian expedition and Ionic revolt 

21 The Persian invasion, 492-479 b.c. 

22 "The Punic invasion," 485-480 b.c: Car- 

thaginians in Sicily 

23 The Delian League and the Athenian empire, 

477-461 B.C. 

24 The Peri clean age and the Athenian democ 

racy, 461-431 b.c 

25 Intellectual life; the Athenian genius 

26 The Athenian attempt at land empire, 461- 

445 B.C. 

27 The Peloponnesian War, 431-404 b.c 

28 The new learning 

29 The hegemony of Sparta, 404-371 b.c 

30 The attempted hegemony of Thebes, 371- 

362 B.C. 

31 The western Greeks, 410-300 b.c (approxi- 

mately) 

32 Literature and art, 400-350 b.c 

33 The rise of Macedon, 359-336 b.c 



1 The following general survey and outlines of ancient history were copy- 
righted 1901 and 1904 by Walter H. Gushing. 



13 



ANCIENT HISTORY (continued) 




VII 
The empire of 
Alexander ; 
" The mingling 
of the East and 
West." 

336-146 B.C. 



VIII 

Early Rome ; 
and the Roman 
Republic to its 
supremacy in 
Italy. 
753(?)-264 B.C. 



IX 

Rome becomes 
supreme in the 
Mediterranean 
basin, 264-133 

B.C. 



X 

The ancient 
world under 
Roman rule 
during the 
change from the 
republic to the 
monarchy, 
133-31 B.C. 



34 The career of Alexander: conquests, charac- 

ter, and achievements. 336-323 b.c. 

35 The Hellenistic period: disintegration of 

Alexander's empire ; the Hellenistic king 
doms and Hellenistic culture. 323-146 b.c 

36 Greece to Roman intervention; attempts at 

federal government. 280-200 b.c. 

37 The land and the people 

38 Early Rome: sources of our knowledge; the 

legends and their value 

39 Regal Rome: government, religion, and 

society 

40 The early Republic : struggle between the 

classes; triumph of the plebians. 509 (?) 
286 B.C. 

41 The early Republic: the establishment of 

Rome's supremacy in Latium ; wars with 
its neighbors. 509(?)-338 b.c. 

42 The conquest of Italy: wars with the Sam 

nites and Greeks; organization. 338- 
264 B.C. 

43 The struggle with Carthage for Sicily: the 

First Punic War, 264-241 B.C. 

44 " The extension of Italy to its natural boun 

daries " ; wars in Africa and Spain. 241- 
218 B.C. 

45 The struggle between Rome and Carthage 

for the supremacy in the West : the Second 
and Third Punic Wars. 218-133 b.c. 

46 Rome becomes supreme in the eastern Medi- 

terranean : conquest of Greece and Asia. 
216—133 B.C. 

47 The organization of Rome's foreign con- 

quests : the provincial system 

48 The effects of conquests and the provincial 

system on society, politics, and manners 

49 The revolutionary attempts at reform vmder 

the Gracchi, 133— 121 b.c. 

50 " The rule of the Restoration "; victories of 

Marius; Social War. 121-88 b.c. 

51 The struggle between Marius and Sulla; rees- 

tablishment of senatorial rule. 88-79 b.c. 

52 Pompey and Caesar: affairs in the East and 

at Rome; Caesar in Gaul; Civil War. 
79-48 B.C. 

53 The rule of Caesar, 48-44 b.c. 

54 The struggle for the succession, 44-31 b.c. 

55 Roman culture and society in the " Cicer- 

onian age " 



^The following gensral survey and outlines of ancient history were copy 
righted 1901 and 1904 by Walter H. Gushing. 



Jl 



ANCIENT HISTORY (concluded) 



O a) 
-*-» en 

O 1- 

g 0) 


General survey of the field' 


"5 

si 


£ 2 




o . 

u o 



^ 



XI 

The ancient 
world under the 
Roman Empire, 
31 B.C.-375 A.D. 



XII 

The transition 
period from an- 
cient to medieval 
history, 376-800 

A.D. 



56 The establishment of the empire: constitu- 

tion; frontiers. 31 B.C.— 14 a.d. 

57 The Julian and Flavian Caesars, 14-96 a.d. 

58 The Roman Empire under the Good Em- 

perors, 96-180 A.D. 

59 The Roman Empire under the Soldier Em- 

perors, 180-2S4 A.D. 

60 The Roman Empire under the Absolute Em- 

perors, 284-375 A.D. 

61 The rise and triumph of Christianity 

62 The invasions, and the fall of the Western 

Empire, 376-476 a.d. 

63 The West : continued invasions, and forma- 

tion of Germanic states. 476-774 a.d. 
• 64 The East : one emperor (Constantinople) ; 
a new prophet. 476-732 a.d. 

65 " The rise of the Christian Church " 

66 The growth of the Prankish power: a new 

emperor. 486-800 a.d. 

67 Retrospect, from the Euphrates to the Rhine 10 



I The following general survey and outlines of ancient history were copy- 
arighted 1901 and 1904 by Walter H. Cushing. 



Outline of ancient history 
The oriental nations 

I Intrcduction : scope and course of ancient history 
^a Races of men ; ^arbitrary classifications by color or by lan- 
guage 
~^b Caucasian or white race; assumed subdivisions 
*c Location and progress of the historic nations : east to west 
d Arbitrary divisions of ancient history : oriental, classical 
and Germanic periods 
'■^e Definition of the terms, savagery, barbarism, civilization 
.2 Egypt, 5000 ( ?)-525 B. c. 

a The Nile region. *(i) Physical features and their influence. 
^(2) Remains of ancient civilization 
■b The people and their political history, (i) Supposed origin. 
*(2) Political development: Pharaohs of Memphis; Pharaohs 
of Thebes; the New Empire — Sais. *(3) Successive inva- 
sions of Egypt 



15 

c Civilization. *(i) Classes and occupations; early strikes^ 
political corruption. *(2) Arts, sciences, amd literature.^ 
*(3) Religion 
*d Special contributions to European progress 

Library and notebook topics 

A Ancient and modern irrigation systems .' 

B Sources of Egyptian history 

3 The Tigris-Euphrates valley, 5000 or earlier-538 b. c. 

a The land. *(i) The two rivers and their influences. *(2}; 

Sources, remains, and relative antiquity of civilization 
b The people. (i) Supposed origin. ^(2) Cities: Ur^ 

Nineveh, Babylon. ^(3) Successive empires and wars: 

Chaldean (3800-1250) b. c.) ; Assyrian (1250-606 b. c.) ;,., 

Babylonian (606-538 b. c.) 
c Civilization. *(i) Classes and industries. *(2) Art€ and" 

sciences. *(3) Religion and literature 
*d Special contributions to European culture 

Library and notebook topics '^ 

A The uses of clay in the Tigris-Euphrates cuUure ''• 

B Nebuchadnezzer and Daniel * 

C The capture of Babylon by Cyrus 
D The capture of Samaria 

E A comparison of Babylonians and Assyrians from sources, ^esr 
West, Ancient History, p. 46-56] 

4 Syria (I) The Phenicians 

a The land and the people, (i) Origin and character. *(2)i 

Cities : Tyre, Sidon 
b Enterprises and influence. *(i) Commerce: sea routes ancfi 

colonies, Carthage. *(2) Dissemination of arts and alphabet., 

5 Syria (II) The Hebrews 

a The people and their homes. *(i) Origin and character.. 
*(2) Successive locations: nomadic life, Egypt, Canaan^ 
*(3) Political development: patriarchs, judges, kings, the: 
two kingdoms, the captivities, the restoration 
*b Religion, literature and world influence 

It is suggested to the teacher that helpful studies of early patriarchal 
life may be made in the story of Abraham, and of tribal government iia 
the record of the Judges. 

Library and notebook topics 

A Return of the Hebrews from Babylon 

B The sanitary features of the Mosaic law 



16 : I 

6 Media and Persia, 850 (?)-5i4 b. c. 

A very general view here; more in detail under Greece 
a The land and the people. *(i) Origin and relations with 
neighbors. *(2) Kings and their conquests : military develop- 
. • ment. *(3) Political organization under Darius 

b Civilization, (i) Art. (2) Religion and literature. *(3) 

Morals 
*c Persia's contribution to European progress 

7 Summary and review of oriental nations 

*a General features of oriental history : government, religion, 
economic life, science and arts, existing remains 
b Comparisons and contrasts of the Nile and Euphrates cul- 
tures (iby topics a, b, etc., and subtopics already given in sec- 
tions 2 and 3) 
X The blending of the two cultures. *(i) Entry into Egypt 
through Hyksos and Hebrews. *(2) Assyria and Egypt: 
conquests. *(3) Syria : mercantile exchange 
■d Transmission of culture to the west. *(i) Phenicia. *(2) 
Asia Minor : Lydia and Croesus 
e Consolidation : the Persian Empire 
"^Map luork 
■ The oriental nations, with boundaries and terminal dates, and 

lines of communication between Egypt and the Tigris- 
Euphrates valley 

II Ancient Hellas: early development 2000 (?)-750 B. C. 

8 The land and the Aegean basin 

a Physiography. *(i) Diversity of features. *(2) Climate 
:• and products. *(3) Contrasts with seats of Eastern culture 

already studied. *(4) Geographic advantages, and influence 

of the land on the people 
& Political divisions. *(i) States of the mainland. *(2) .The 

Island states, " Stepping-stones " 

*Map work 

Two outline maps of the Balkan peninsula, the Aegean and 
\ Black seas, and Asia Minor; one to show the physical 

features, the other to be kept as a progressive historical 
map throughout the study of Greece 

9 The people: migration and expansion 

Much of this is still debatable ground, and opinions are not settled; 
new light is constantly coming from excavations, specially in Crete. 



a " Pelasgians " 
*& Early and later Aegean culture as shown by archeology: 
Tiryns and Mycenae (3d and 2d millennium b. c.) 
c Conquests by Greeks, coming in waves, 1500 b. c. on; fusion, 
expansion 
"■'(i Oriental influence, real and mythical 

Library and notebook topics 

A The ancient palace 

B The life work of Dr Schliemann 

C Early peoples of Greece according to Herodotus and Thucydides 

10 The Epic or "Homeric" age, 1000-700 b. c. (approximately) 
*a The source — Homer : historical and literary value 
*& Social and political organization : family and government 
*c Religion 

*<i The Trojan War and the return of the chiefs 
^c The Dorian invasion, and the settlement of Asia Minor 

Library and notebook topics 

A Early Greek art 

B Hon\eric life as pictured in the Iliad and the Odyssey furnishes 
many valuable topics in source work. 

11 "'Greek reconstruction of early history" 
a Genealogy : Hellenes and subdivisions 

b Legends oi local heroes : Heracles, Minos, Theseus, Jason, 

Oedipus 
c The Hesiodic poems (specially The Theogony) 
d Chronology 

12 "^'The states and the beginnings of leagues 
a The thriving city centers before 700 b. c. 

*& The city state 
*c Amphictyonies 

^Map nfork 

On an outline map indicate by means of colors the Delian 
and Delphian Leagues. Include also principal city centers, 

III State and national development in Greece to the foreign 
wars, 750-500 B.C. 

Sections 13 and 14 may well be treated as a classroom lesson given by 
the teacher. 

13 Age of colonial enterprise 
a Causes of colonization 



18 

b Character and organization of a colony; connection with 

mother city 
c Chief centers 

Map zvork 

The Mediterranean basin, with principal colonies, distinguish- 
ing Ionian, Aeolian, Dorian, and Achaean 
[4 Order of political evolution 
a Monarchy tO' aristocracy (oligarchy) 
b Tyrannies 

c Democracies, or reversion to oligarchies 
d Growth of popular discontent 

Library and notebook topics 

The two periods of colonial expansion 

15 Growth of Sparta: a military aristocracy 
*a Place and people 

*& Institutions and government ; myth of Lycurgus 
*c System and aim of education; mode of life 
*rf Messenian wars ; the Peloponnesian League 

Library and notebook topics 

A Lycurgus 

B Spartan women 

Map zvork 

Peloponnesus, showing Spartan sphere of influence, 500 b. C. 
16 Growth of Athens. Progress toward democracy 
*a Place and people ; mythic monarchy 
*& Eupatrid rule: Cylon and Draco 
*c Solon " the Wise " 

*a? Tyranny: Pisistratus and the Pisistratidae 
*^ Cleisthenes's changes 

17 Intellectual progress of Hellas to 500 b. c. 
a Art 

b Poetry: the lyric age 

c Philosophy 

d Deepening religious sense 

18 Bonds of union 

*a Common language and ancestry 
*6 Religion : temples, oracles, festivals 
*c Amphictyonies and political leagues 
*cf Greek games 



10 

Library and notebook topics 

A Greek oracles 
B Greek games 

rV Foreign wars of the Greeks: independence, 560-479 B. C. 

19 Lydian and Persian conquests in Asia Minor 
Review section yd (2), ye; and section 6 

'^a CroeSiiis 

■''b Cyrus and Cambyses 

20 Scythian expedition and Ionic revolt 

*a Darius; the northern frontier; the Hellenic tyrants 
*Z? Sardis, Miletus; results 

'^Map zvork 

The chief Ionian cities 

21 Persian invasion, 492-479 b. c. 

There is still danger of spending too much time on wars. 
*a Causes ; resources of Greeks and Persians ; expeditions sent. 

by Darius (Marathon, 490 b. c.) 
*& The 10 years respite, 490-480 b. c. : Themistocles and Aris- 

tides 
*c The third expedition: Xerxes (Thermopylae and Salamis, 

480 B. c. ; Plataea and Mycale, 479 b. c.) ; results 

Library and notebook topics 

A The Alcmaeonidae • • 

B The Monuments of victory erected by the Greeks 

C The battle of Salamis from Greek authors 

D Cambyses and Darius 

E Xerxes's preparations 

F " The Wars of Liberation " 

G Aristides and Themistocles 

22 " The Punic invasion," 485-480 b. c. : the Carthaginians in 

Sicily 
*a " Western Greece " : chief centers and previous history 
*& Carthage : understanding with Persia 
*c Gelon : Himera and results 

V The preeminence of Athens, 479-431 B.C. 

2% Delian League and the Athenian empire, 477-461 b. c. 
*a Themistocles and the fortification of Athens 
*b Aristides and the leadership of the Asiatic Greeks 
*c Cimon and naval victories : the league becomes an empire 
'*d Political parties at Athens; attitude toward Sparta 



20 

Library and notebook topics 

A The government of Athens during the period of Athenian ascend- 
ancy 
B Pausanias 
C Athens's treatment of subject states 

'^Map work 

The Athenian empire at its greatest extent, about 456 b. c. 

24 The Periclean age and the Athenian democracy, 461-431 b. c. 
*a Foreign poHcy : Eg>'pt, Persia, Cyprus 

*& Government: magistrates and assemblies 

*c Education: the aim and the means 

'^'d Social life 

*6' Pericles the man: his character and influence 

25 Intellectual life; the Athenian genius 

*a Art : beautification of the city ; sculpture 
*b Literature : drama and history 
c Philosophy 

*Adap work 

Athens, with her fortifications, environs and principal build- 
ings 

VI Wars between the Greek states: a century of strife, 461-362 
B.C.; the Macedonian invasion 

26 Athenian attempt at land empire, 461-445 b. c. 
*fl Pericles's policy and alliances 

■•"b Wars with Peloponnesians and Boeotians 
*c Thirty Years Truce 

'^Map work 

Athenian empire and the states allied with Athens and with 
Sparta, 431 b. c. 
2y Peloponnesian War, 431-404 b. c. 
*a Causes : resources of each side 
b Periods, -^(i) Indecisive, 431-421 b. c. : Cleon and Brasidas. 
*(2) Sicilian expedition (with interval preceding), 421-413 
b. c. :Nicias and Alcibiades. *(3) Persian activity, 413-404 
b. c. : Alcibiades and Lysander 
"^'c Results ; political condition of Hellas 

Library and notebook topics 

A Extracts from funeral oration delivered by Pericles 
B Thucydides's account of the Sicilian expedition 



21 

28 The new learning 
*a Socrates 

h The Drama (Euripides and Aristophanes) 

Library and notebook topics 

A Alci'biades as an illustration of his times 

B Sophists and rhetoricians 

C Thucydides and Herodotus compared 

29 The hegemony of Sparta, 404-371 b. c. 
*fl PoHcy of Sparta: Lysander 

*& Wars: Agesilaus. (i) Persian: Anabasis; Antalcidas. (2) 
Domestic : Peloponnesus, Chalcidice, new Athenian League, 
Leuctra 

*c Estimate of Spartan power, and reasons for her failure to 
secure Hellenic unity 

Library and notebook topics 

A Lysander 
B Agesilaus 
C Comparison of Sparta and Athens 

30 The attempted hegemony of Thebes, 371-362 b. c. 
*fl Leuctra 

*& Policy of Epaminondas : Peloponnesus, Persia, Athens 
*c Mantinea and the end of Theban leadership 

31 The western Greeks, 410-300 b. c. (approximately) 

*a Outline of the Sicilian history in review ^see section 22] 
b Dionysius i 
c Timoleon, the Liberator 
■^2 Literature and art, 400-350 b. c. 

a " From poetry to prose." (i) History: (compare Xenophon 
with Herodotus and Thucydides). (2) Oratory: Lysias and 
Isocrates. (3) Philosophy: Plato 
h Art 

Section 32 may be treated after 2>2, ^nd may then include Demosthenes 
and Aristotle, as well as Lysippus. 

33 The rise of Macedon, 359-336 b. c. 
*a Hellenes and Macedonians 
*b Philip : training, character, aggressions 
c " The end of Greek freedom," 338-336 b. c. *(i) Chaeronea. 
338 B. c. *(2) Relations established by Congress of Corinth 
(with comparison, of Congress of Corinth, 481 b. c). '*(3) 
History of the idea of Hellenic conquest of Persia, Cimon to 
Philip 



22 



Library and notebook topics 

A The development of malitary formation among the Greeks 

B Pelopidas 

C Epaminondas 

D Timoleon 

E The Athens of Demosthenes 

F Extracts from the orations of Demosthenes 

VII The empire of Alexander ; " The Mingling of the East and 
West." 336-146 B.C. 

34 The career of Alexander, 336-323 b. c. 
"a Early life 

^b The conquest of Asia Minor and Egypt 
*c The conquest of Persia and the farther East 
^d The character of Alexander ; estimate of his work 

Library and notebook topics 

A The military system of Alexander 

B The Persian empire 

C Alexander's siege of Tyre 

D Alexander's conquest of Egypt 

E The murder of Clitus 

F The mutiny of Alexander's army 

G Alexander's plans 

H The character of Alexander as shown in anecdotes 

*Ma.^ zvork 

On an outline map trace the route of Alexander's march, 
marking his battles and the most important cities founded 
by him. 
35 The Hellenistic period, 323-146 b. c. 
*o The disintegration of Alexander's empire : the wars of the 
Diado'chi, 323-280 b. c. 
b The Hellenistic kingdoms. *(i) Egypt and the Ptolemies. 
*(2) Syria and the Seleucidae 

Library and notebook topics 

A Invasion of the Gauls 
B Rhodes and Pergamon 

36 Greece to Roman intervention ; attempts at federal govern- 
ment, 280-200 B. c. 

*a Achean League (Aratus) 

*b Its conflict with Sparta (Cleomenes) leads first ta> Macedo- 
nian, then to Roman, intervention 



28 

VIII Early Rome; and the Roman Republic to its supremacy in 
Italy. 753 (?)-264 B.C. 

2,y The land and the people 
*o The land : the peninsula of Italy and its relations to the 

Mediterranean basin ; climate and products of Italy 
*& The people : remnants of early peoples ; the Italian stocks ; 

the invading nations (Etruscans, Gauls, Greeks, and Pheni- 

cians) 

"^Map work 

On outline maps mark: (i) mountain systems; (2) rivers; 
(3) the political divisions 

Library and notebook topics 

A The Etruscans 

B The Greek colonies in Italy 

C The Gauls 

38 Early Rome : sources of our knowledge 
*a The legends and their value 

*& Buildings and other remains. *(i) The walls. *(2) The 
cloaca 

39 Regal Rome : organization 

*a The government : king, senate, assemblies 
*& The people : patricians, plebeians 
*c Religion 

Library and notebook topic 
The Roman family 

40 The early Republic : the struggle between the classes ; triumph 

of the plebeians. 509( ?)-286 b. c. 

*o The establishment of the Republic 

*6 The economic and social condition of the plebeians, leading 
to the establishment of the tribunate 

*c The laws of the Twelve Tables 

^'d The admission of the plebeians to the magistracies (Licinian 
laws) 

*^ The admission of the plebeians to the assemblies (Hortensian 

law) 
/ An outline of the Roman constitution in 286 b. c. : magis- 
trates, senate, assemblies, functions of each (use textbook 
and dictionaries of antiquities) 



24 

41 The early Republic : the establishment of Rome's supremacy 
in Latium. 5oq(?)-338 e. c. 

*a Wars with neighboring nations, Volscians, Aequians, and 

Etruscans 
^b The invasion O'f the Gauls and the sack of Rome 
*c Rome and the Latins 

42 The conquest and organization of Italy, 338-264 b. c. 
*a The Samnite wars, 343-264 b. c. 

*& The war with the Greeks (Pyrrhus), 280-272 b. c. 
*r The organization of Italy : colonies ; roads 
d The military system 

Map zvork 

Map of the ancient city of Rome 

Library and notebook topics 

A The colonial system 

B Roman roads and road making 

C Livy's account of the succession of the plebeians 

D Livy's account of the Decemvirate 

E Battle of Caudine pass 

F Roman army 

G The Samnite wars 

IX Rome becomes supreme in the Mediterranean basin, 264-133 
B. C. 

43 The struggle with Carthage for Sicily : the First Punic War, 
264-241 B. c. 

*a Carthage 
*6 The war 
"^'c Sicily, the first Roman province 

Library and notebook topics 

A The victory of Duilius 

B The defeat at Drepana 

C The fleet built by private subscription 

D The treaty at the end of the First Punic War 

44 " The extension of Italy to its natural boundaries '' ; wars in 

Africa and Spain. 241-218 b. c. 
a Wars of Rome in the North (Gallic and Illyrian), 229-222 

B. c. 
b Sardinia and Corsica 
c Wars of the Carthaginians in Africa and Spain (Hamilcar) 



25- 

Library and notebook topics 
A The acquisition of Sardinia 
B The siege of Saguntum 
45 The struggle between Rome and Carthage for the supremacy 
in the West: the Second and Third Pmiic Wars. 218-133 

B. C. 

*a Hannibal's march into Italy 
b The war in Italy. *(i) Successes oi Hannibal: three great 

battles won; three great cities captured. *(2) Final success 

of the Romans; loyalty of the Latins 
c The war in Africa and in Spain. =^(i) The Scipios in Spain, 

218-212 B. c. -(2) The battle of Zama, 202 b. c. *(3) The 

treaty 
d The establishment of the supremacy of Rome in the western 

Mediterranean, 201-133 b. c. *(i) The Third Punic War, 

149-146 B. c. *(2) Subjugation of Spain, 133 b. c. 

Library and notebook topics 

A Hannibal, the man and the general 

B Hannibal's passage of the Alps 

C The battle of Trasimenus 

D The battle of Cannae 

E The treaty at the end of Second Punic War 

F The siege of Sj'racuse 

^Map zuork 

Trace the route of Hannibal's invasion 

46 Rome becomes supreme in the eastern Mediterranean, 216- 

133 B. c. 
a The acquisition of Greece. *(i) The condition of Greece. 

*(2) The Macedonian Wars. ^(3) Macedonia a Roman 

province; destruction of Corinth, 146 b. c. 
b The acquisition of Asia, (i) War with Antiochus, 192-189 

B. c. ; settlement of the East. (2) The kingdom of Pergamon, 

133 B. c. 
X The ancient world under Roman rule during the change from 
the republic to the monarchy, 133-31 B.C. 

47 Organization of Rome's foreign conquests 

*a The provinces to 133 b. c. enumerated : Sicily, Sardinia and 
Corsica, Hither Spain, Farther Spain, Illyricum, Macedonia 
and Achaia, Africa, Asia 

*& The client states enumerated : Numidia, Libya, Egypt 

*c The provincial system 



26 



"^Map zvork 

Mark the boundaries of the Roman power in 133, b. c. 

Library and notebook topic 

A provincial governor of the worst type as described by Cicero 

48 The effects of conquests and the provincial system on society, 

poHtics, and manners 
*a Agrarian conditions 

*b The classes : optimates, populares, equites 
*c The government : senate, magistrates, assemblies 
*^ The introduction of Hellenism; art; poetry 

Library and notebook topics 

A Cato the Elder 
B Scipio Africanus 
C Scipio Aemilianus 
D The drama 

E Introduction of foreign luxuries 
I F Supremacy of the senate 

49 Revolutionary attempts at reform under the Gracchi, 133- 

121 B. c. 
*a Tiberius Gracchus : attempts at agrarian reform, 133 b. c. 
*& Gains Gracchus : attempts at a revolution in the Constitution, 

123 B. c. 

Library and notebook topics 

A The position of slaves 

B Lives of Tiberius and Gains Gracchus 

50 "The rule of the Restoration," 121-88 b. c. 
*a The war with Jugurtha, 111-105 b. c. 

*b The invasion of the Cimbri and Teutones (Marius), 113-101 

B. c. 
c Internal affairs, (i) The rule of the nobles. (2) Attempts 

at reform by Saturninus and Glaucia and by Drusus 
*d The Social War, 90-88 b. c. 

Library and notebook topics 

A Life of Marius 

B War with Jugurtha 

51 The struggle between Marius and Sulla; reestablishment of 

senatorial rule. 88-79 S- ^• 
*a The revolution of Marius, 88 b. c. 
*& The rule of the Marian party (Cinna), 87-84 b. c. 



7 



*c The struggle between the parties of Marius and Sulla: the 

first civil war, 84-82 b. c. 
*d The rule of Sulla, and the Sullan Constitution, 82-79 ^- ^• 

Library and notebook topic 
Sulla, the man 

52 Pompey and Caesar, 79-48 b. c. 

a Affairs in the East. *(i) The condition of the East; (Mith- 
ridates). (2) The campaigns of Sulla, 86-84 ^''- c. *(3) Th 
campaigns of Pompey and his reorganization of the East, 
66-63 B- c. 

b Affairs at Rome. *(i) The conspiracy of Catiline, 66-63 
B. c. *(2) The first Triumvirate, 60 b. c. 

c Caesar in Gaul, 58-51 b. c. *(i) The condition of Gaul. 
*(2) Caesar's campaigns. '''(3) Organizations of conquests 
*d Civil war^ 49-48 B.C. 

"^'Map zvork 

Show the extent of Roman power in 133 b. c. with the addi- 
tions made up to 48 e. c. 

Library and notebook topics 

A Cicero as a public man 

B Pompey as a general and a statesman 

C Caesar's army 

D The conspiracy of Catiline 

E Caesar in Gaul 

53 The rule of Caesar, 48-44 b. c. 

*a The condition of the Roman world 
*& The reforms of Caesar 
c The estimate of Caesar 

54 The struggle for the succession, 44-31 b. c. 

*o Civil war: the overthrow of the liberators (Philippi, 42 b. c) 
*& The rivalry of Octavius and Antony : the West against the 
East (Actium, 31 b. c.) 

55 Roman culture in the " Ciceronian age " 

a Literature. *(i) Cicero. *(2) Sallust. ^(3) Caesar 
^b Education 

Library and notebook topics 

A Cicero as seen in his letters 
B Character of Antony 



2S 

XI The ancient world under the Roman Empire, 31 B.C.-375 A.D. 

56 Establishment of the empire, 31 b. C.-14 a. d. 

*a The constitution : survivals of the republican system ; the 

princeps; changes in the government of the provinces and 

the city of Rome 
b The frontiers. *(i) The East. *(2) Alpine region. ^(3) 

The Northwest (Teutoberg forest, 9 a. d.) 
c Literature of the Augustan age. '^(i) Virgil. (2) Horace. 

*(3) Livy 
Library and notebook topics 

A Provinces under Augustus 

B Augustus as a builder 

C Cliaracter of Augustus 

D The worship of the emperor 

Map zvork 

Mark the provinces ; distinguishing between the imperial and 
the senatorial 

57 The Julian and Flavian Caesars, 14-96 a. d. 

a The constitution : growth of monarchial ideas 

b The empire. *(i) The East. *(2) The German frontier. 

*(3) Britain 
c The condition of the empire and society. *(i) Life in the 

towns: (a) external appearance of a Roman city (Rome or 

Pompeii as a type); {b) government; '^{c) amusements; 

'■^{d) Pompeii; {e) the Graffiti. (2) Life in the provinces. 

*(3) Travel and correspondence. *(4) Commerce 

Library and notebook topics 

A The destruction of Jerusalem 

B The classes in the towns 

C The finances of the towns 

D The education of the Roman in imperial times 

E Roman amusements 

F The eruption of Vesuvius, 79 a. d 

G Peculiar customs of the Romans 

H The burning of Rome in Nero's reign 

/ Country houses 

58 The empire under the " Good Emperors," 96-180 a. d. 
a The government and administration 

b Extension and consolidation. *(.t) Trajan (Dacia and Me- 
sopotamia), 98-117 A.D. *(2) Hadrian (travels and forti- 



29 

fications), 117-38 a. d. *(3) Marcus Aiirelius (Marcomanic 
War), 161-80 A. D. 
*c The condition of the empire in the second century 
d " The Silver Age of Literature " 

Library and notebook topics 

A Correspondence of Trajan and Pliny 

B iMarcus Aurelius 

C Life of Pliny the Younger 

D Forum of Trajan 

E Hadrian's villa at Tivoli 

^Map zvork 

Mark the additions of Trajan. Indicate the fortifications 

of Hadrian 

*59 The Roman Empire under the Soldier Emperors; a century of 

revolution. 180-284 a. d. 

a Typical emperors. (i) Septimus Severus, 193-21 1 a. d. 

(2) Caracalla (extension of the Roman franchise), 211-17 

A. D. (3) Elagabalus, 218-22 a. d. (4) Aurelian, 270-72 

A. D. 

Library and notebook topics 

A The wall of Aurelian 

B The arch of Septimus Severus 

C Society in the 4th century a.d. 

60 The Roman Empire under the Absolute Emperors, 284-375 A, d. 
*o Absolutism: Diocletian, reorganization of the empire 

■^b Constantine, transfer of the capital to Constantinople 
■"c The provincial organiza;:ion 
*(i Bureaucracy of officials 

61 Rise and triumph of Christianity 

*a Attitude of Roman government toward Christianity 
*& l"he persecutions 

*c The triumph and establishment of the Church 
*d The organization of the Church 

Library and notebook topics 

A Christianity in the Roman Empire 
B The contribution of Christianity 
C The catacombs 

XII Transition period, 376-800 A.D. 

62 Invasions, and the fall of the Western Empire, 376-476 a. d. 
*a The Germans 



30 

*b The invasion of the West Goths (Alaric), 376-410 a. d. ; 

sieges of Rome by Alaric 
*c The invasion of the Vandals (Geiseric), 378-455 a. d. ; the 

sack of Rome 
*d The invasion of the Huns (Attila), 378-453 a. d. ; battle of 

Chalons, 451 a. d. 
e The last Roman emperor in the West, 476 a. d. 
*/ The causes of the decline of Rome 
^g The influence of Rome 
6^ The West : continued invasions, and formation of Germanic 

states, 476-774 a. d. 
*a Condition of Europe in 476 a. d. 
^b Italy; Ostrogoths, 493-552 a. d. (Theodoric) ; Lombards, 

568-774 a. d. 
*c Britain : the Anglo-Saxons 
*d Gaul : the Franks 

*^ Spain: "decaying kingdom of the Visigoths" (to 711 a. D.) 
*/ Results of invasions : fusion of races, language, law 

Library and notebook topic 
Theodoric 

*Map work 

Map showing routes of migrations and final places of settle- 
ment 

64 The East: one emperor (Constantinople); *a new prophet, 

476-732 A.D. 
*a Justinian : conquests, and codification of the law 
*& The rise of Mohammedanism : Mohammed ; his religious 

system ; Saracen conquests 

Library and notebook topics 

A The Iconoclastic controversy 

B Belisarius 

C The siege of Constantinople by the Saracens 

D The Saracen conquest of Spain 

E The important teachings of the Koran 

65 " The rise of the Christian Church " 

*a Early organization of the Church; growth of the Papal 

power to 600 A. D. 
*b Differences and divisions 
*c Monasticism 



31 

Library and notebook topics 

A Pope Gregory the Great 

B The life of St Columban and the work of the Irish monks 

C Influence of the early Church 

D The Benedictine Rule 

66 The growth of the Frankish power ; a new emperor. 486- 
800 A. D. 
*a Clovis and the Merovingians 

*& The Carolingians as " mayors " ; battle of Tours, 732 a. d. 
*c The Carolingians as kings; Lombardy 
"^d Charlemagne : the king crowned emperor, 800 a. d. 
^'Map luork 

Empire of Charlemagne 
Library and notebook topics 

A Boniface and his work 

B The Salic law 

C The conversion of Clovis as told by Gregory of Tours 

*67 Retrospect, from the Euphrates to the Rhine 

HISTORY OF GREAT BRITAIN AND IRELAND 

English history is recommended as a study for the third year of 
the high school course, and may profitably be pursued throughout 
an entire year. English history stands next to American in close 
interest to us, because more American institutions may be traced 
to England than to any other country. For this reason a knowl- 
edge of English history is necessary to a thorough understanding of 
our own. The influence which the rivalry of England with France 
and Spain had on the exploration and occupation of America, the 
impulse given to immigration by the shifting political conditions in 
England from 1600 to 1700, the share which the Petition of Right 
and the Bill of Rights had in shaping the first 10 amendments to 
our Constitution ; these are instances where the development of our 
own institutions can not be understood well without knowing Eng- 
lisih history well also. 

It is recommended that the history be studied first as a narrative 
in chronologic order of succession ; that special emphasis be given 
to the starred topics ; that, as the study of each period is concluded, 
a careful reexamination of the period be made topically as outlined 
in this syllabus, and that last, topics of primary importance, like 
Parliament, religion, naval power, commerce, manufactures and 



.32 

popular customs be reviewed separately to note the changes and 
the development of the England of today from the England of the 
past. 

The maps suggested in the syllabus should each be carefully 
drawn by the student in connection with his chronologic study or 
his first topical review, using the maps to illustrate and fix the facts 
then under discussion. Other maps should be studied to recall the 
extent and the power of England's rivals among the nations. The 
frequent use of pictures as illustrative material is urged. The 
teacher should also see that no student confines himself to any one 
textbook, for the work is better understood and better remembered 
by obtaining the views of different authors. 

In beginning the study of English history, the " unknown " may 
be profitably related to the " known " by the use of an introductory 
topic. For instance, several days may be spent in reading and dis- 
cussing a book of travel or a guidebook, or by taking an imaginary 
journey with the aid of lantern and slides. Another good way of 
introducing the study would be the development in class of such 
a topic as the following: 

Some things America has inherited from Britain 

The wealth of material is barely indicated in the following out- 
line : 

a Language and literature : Shakspere ; the English Bible 

h Government ; the town and town meeting ; the county govern- 
ment ; the city charter; parks; representative government gen- 
erally 

c Law : the English Common Law ; the guaranty of personal 
rights such as are found in the first lo amendments to the 
Constitution of the United States 

d Naval, commercial and colonial enterprise 

e Inventions : steam engine and railway ; textile machinery ; gas 
for lighting 

/ Breeds of domesticated animals, specially cows, sheep and 
swine 

Lists of required readings to be varied from year to year will 
be furnished on a separate sheet. One or more questions based on 
these required readings will be included in each examination. Ques- 
tions calling for minute details will not be asked. 



33 




17 



15 



I Britain to 449 a.d. 



II Saxon England 
449—1066 



III Norman England 
1066— 1154 



IV England under the 
Plantagenets 
1154-1485 



V Tudor England, 
1485-1603 



VI The Puritan revolu 

tion and the royalist -i 
reaction, 1603-88 



15 



16 



VIII The British Empire 



VII Constitutional mon- - 
archy, 1688-1820 



9 

ID 



1 The land 

2 Early Britain 

3 Roman Britain 

4 Saxons and Angles 

5 The Saxon supremacy 

6 The struggle against invasions 

7 Establishment of Christianity 

8 Government and life in Saxon Eng- 

land 
Establishment of Norman rule 
The Church and the Crusades 

1 1 Life of the feudal period 

12 England and France 

13 Ireland, Wales and Scotland 

14 Constitutional development 

15 The Wars of the Roses 

16 The Church j 

17 Commerce and manufactures j 

18 Life in Plantagenet England ! 

19 Establishment of centralized mon- 

archy j 

20 Extension of national power abroad 

21 The Church of England j 

22 The development of trade and col- 

onies I 

23 Life in Tudor England I 
The division between kings and 

Parliament j 

Civil war and commonwealth 
Restoration and revolution 

27 England and the continent 

28 Ireland 

29 Commerce and colonies 

30 Religious history 

3 1 Life and literature 
Establishment and development of 

constitutional monarchy 

Relations with Scotland and Ire- 
land; the Jacobites 

Conflicts with France on three con- 
tinents 

The colonies 

Manufactures and cominerce ; the 
industrial revolution 

The Wesleyan movement and other' 
reforms ! 

38 National life, learning and literature 

39 Parliamentary reform I 

40 Government in England at the pres- 

ent time 
Taxation and trade 
Industrial progress 
Colonies 
Foreign affairs 
Ireland 

Literature and science 
Social conditions 
General summarv and review 



24 



25 
26 



32 



33 

34 

35 
36 



37 



34 

Outline 

I Britain to 449 A.D. 

1 Britain, the land 
^a Situation 

*& Physical features 
*c Resources 
Map showing the chief physical features and natural resources 
of Great Britain 

2 Early Britain 

*a The earliest inhabitants and the traces left by them 
b Trade and travel between. Britain and the continent 
c Celtic tribes : characteristics and customs of the Britons ; the 
Druids and their influence 

3 Roman Britain 

*a The Roman conquest : Caesar's invasions and results ; *the 
real conquest 

b Roman rule: Suetonius and the destruction of the Druids; 

Agricola; extent of Roman rule; effects of Roman rule 

*c Withdrawal of the Romans : causes ; remains of Roman 

occupation 
'^'Map showing Roman roads, tozvns and zvalls 

II Saxon England, 449-1066 

4 Saxons and Angles 

"^a The people : their European home ; customs, institutions 
b The conquest: causes of the invasion; manner of coming 
*c Destruction of Roman and Celtic institutions; sections of 
Britain occupied 

5 The Saxon supremacy 

*Development of the Saxon kingdom : fusion among the tribes ; 
Egbert ; supremacy of Wessex ; character of the union estab- 
lished by Egbert 
Adap shoiving political and racial division of Britain about 600 
A.D. 

6 The struggle against invasions 

*a The Northmen: their early home, race, manner of life, their 
enterprise and daring in colonizing; the invasion of England 

*6 Great Saxon leaders; Alfred; treaty of Wedmore; the 
Danelaw ; Dunstan 

*c The Danish kings : renewed attacks and successes of the 
Danes ; dominions and government of Sweyn and Canute 
d Edward the Confessor and Earl Godwin 



35 

■ *e Harold : his difficulties ; claim of William of Normandy ; the 
ibattle of Senlac 
Map of England in Alfred's day 

7 Establishment of Christianity 

*The early English church: Augustine; the Roman and Irish 
missionaries; council of Whitby; monasteries and abbeys; 
life of the monks, their routine industries, schools, hospitality 

8 Government and Hfe in Saxon England 

*fl Government : moots ; courts ; trial by ordeal ; the Witan and 
its power; selection and power of the king 

*b Life among the Saxons of the loth century : the village and 
its folkland; homes and furnishings; food; clothing; agri- 
culture; trade; manufactures 

Library and notebook topics 

A Origin and government of the shires 

B The Saxon hundred and township 

C The settlement of the Normans in France 

D The vikings, their education and manner of life as described in 

DuChaillu's Viking Age 
E Canute's letter to his people 
F A ground plan of a monastery 
G The northern monasteries 

III Norman England, 1066-1154 

9 Establishment of Norman rule 

*a Completion of the conquest : castle building ; grants of land ; 
crushing of Northumbria; defeat of Hereward; victories over 
Malcolm; the Domesday book and the Salisbury oath 

*& Characteristics of William the Conqueror 
c Tyranny of William Rufus 

*d Government of Henry i : the Saxon marriage ; Charter of 
Liberties; king's courts; Normandy an English duchy 

10 The Church and the Crusades 

*a Double control by Church and state: organization of the 
Church ; Church courts and what they did ; relations of Wil- 
liam I and Gregory 7 ; strife of investitures ; the Church and 
learning; churchmen as statesmen 

*& The Crusades : causes ; interest of the Church in the Cru- 
sades; Robert of Normandy and the first crusade 

11 Life of the feudal period 

*a Feudal relations : duties oif lord, vassal and serf 
*& The feudal estate : the castle ; the manor ; division of lands 
c Reasons for the development of feudalism 



36 

*d Differences between English and continental feudalism 
*^ Warfare : weapons ; manner of fighting ; treatment of prison- 
ers ; knighthood and chivalry 
*/ Antagonism of Norman and Saxon : reasons and effects 
"^g Education; manufactures; trade; travel; amusements 
*/t Language and literature : language of court, Church and 
field; language of different sections; Geoffry of Monmouth 
and the legends of King Arthur; the Anglo-Saxon Chronicle 

Library and notebook topics 

A The Domesday book 

B Ground plan of a feudal castle 

C Battle of Senlac 

D Hereward the Wake 

E Comparison of Norman and Saxon characteristics 

F Lanfranc 

IV England under the Plantagenets, 1 154-1485 

12 England and France 

*a Henry 2 and his dominions 

Map of the territory ruled by Henry 2 
*& Weakness of England under John and Henry 3 : loss of 

Normandy; gradual loss of other possessions 
Map shozving England's possessions in France at the outbreak 

of the Hundred Years War 
*c Beginning of the Hundred Years War : claim of Edward 3 
to the French throne; Crecy; the Black Prince; Poitiers 
Map locating principal battles, sieges and strongholds of the 
Hundred Years War 
*d Renewal of war with France : Flenry 5 revives claim to the 
French crown ; Agincourt ; progress of the war ; Bedford ; 
work of Joan of Arc ; close of the war 
Map shozving conditions in France when Joan of Arc began 
her zvork 

13 Ireland, Wales and Scotland 

*a Ireland: early history; Henry 2 in Ireland; the English 
Pale ; life on the island 

*6 Wales : early relations with England ; the Welsh marches ; 
conquest by Edward i ; revolts and reconquest 

■^c Scotland: border warfare; overlords'hips ; Dunbar and the 
fall of Baliol; rising of Wallace; union of England and 
Scotland ; Bruce ; Bannockburn ; recognition of Scottish in- 
dependence in 1328 



37 

14 Constitutional development 

*a Organized government: political condition of England at 
the accession of Henry 2 ; character of Henry 2 ; royal power 
increased by conquest of the barons; scutage ; judicial re- 
forms ; the council ; Henry 2 and the Church ; sale of char- 
ters by Richard i ; plans of Henry 2 carried forward by 
Richard's justiciars 

*b Magna Charta : King John and his quarrel with the barons ; 
part taken by Stephen Langton ; granting the charter ; prin- 
cipal provisions and importance of the charter in English 
history 

*c The first Parliament : characteristics of Henry 3 ; grievances 
of the people ; Provisions of Oxford ; divisions among the 
barons and results: rule of Simon de Mont fort ; Parliament 
of 1265; Evesham and its results 

*cf The Model Parliament and taxation: Edward i, character, 
aims and policy ; composition and importance of the Model 
Parliament; confirmation of the charters 
e Parliament deposes Edward 2 

*/ House of Lords and House of Commons: character of Ed- 
ward 3 ; division of Parliament into two houses ; Parliament 
and taxation 

^g Parliament and Richard 2: rule and deposition oi Richard 2; 
Parliament elects Henry 4; strength of Parliament under 
Henry 4 
h Decline of parliamentary power: the regency and weak rule 
of Henry 6 ; divisions among the nobles ; rivalry of Lan- 
caster and York 

15 Wars of the Roses 

*a Causes for civil strife: condition of the country; the barons ; 
character of Henry 6 ; rivalry of Lancaster and York 
b Course of the war : division of the country ; battles of St 
Albans, Wakefield and Towton ; triumph and rule of Ed- 
ward 4; quarrel between Edward 4 and Warwick; Tewks- 
bury and Barnet ; death of Edward 4 and usurpation of 
Richard 3 ; Bosworth Field and accession of the Tudors 

*c Results of the wars 
Map showing dk'isious of the country and battles of the Wars 
of the Roses 

16 The Church 

*« Church and state : strife between Henry 2 and Thomas a 
Becket; quarrel between John and the pope; establishment 



38 

of papal power; increase of the wealth of the Church; the 
statutes of Mortmain, Provisors and Prcmunirc, why they 
were passed and what they did 

*& The friars and their work 

*c Lollards : causes of the Lollard movement ; Wyclif ; prosecu- 
tion of the Lollards 

17 Commerce and manufactures 

*a Commerce: merchant gilds, merchants of the staple; fairs; 

the Hanseatic League; merchant adventurers 
*Z? Manufactures : early manufactures ; coming of the Flemish 

weavers; development of woolen manufactures; craft gilds 

18 Life in Plantagenet England 

*a General progress : union of Saxon and Norman ; growth of 
towns; decrease of villenage; increasing wealth and im- 
portance of the artisan class 

*& The Peasants' Rising : the Black Death and its effect on in- 
dustry ; Statute of Laborers ; growth of democratic senti- 
ment; Wat Tyler's Rebellion and its overthrow; permanent 
results 
c Warfare: weapons and armor; decline of chivalry; use of 
gunpowder 

*£^ Intellectual progress : development of the English language ; 
Chaucer; Wyclif; Langland; cathedral building; rise of the 
universities ; introduction of printing 

*£? Travel and amusements; home life of noble and peasant 

Library and notebook topics 

A The principles of Magna Charta that have become embodied in 

English and American government 
B The Interdict and the Excommunication 
C A summary of the relations between the Papacy and English 

sovereigns covering the reigns of William i, Henry 2, John 

and Edward i 
D Life in England as portrayed by Chaucer 
E Feudal England as seen in Ivanhoe 
F The restrictions and dangers of commerce in the Plantagenet 

period 
G Trade routes in the Middle Ages 
H A medieval fair 

/ The introduction of the printing press into England 
/ The early use of gunpowder in war 
K The character of Richard 3 as seen in Shakspere's Richard 3 



39 

V Tudor England, 1485-1603 

19 The establishment of centralized monarchy 

*a Henry 7 : condition of the country, Church, nobles and 
middle classes after the Wars of the Roses ; law against 
maintenance and livery ; the Court of the Star Chamber ; 
benevolences ; artillery ; avoidance of foreign wars 

*& Henry 8 : the personal government of Henry 8 as seen in his 
treatment of his wives, his ministers and Parliament ; di- 
vorce of Katherine ; Act of Supremacy ; confiscation of the 
monasteries ; creation of a " new nobility " 
c The nation's acceptance of despotism : growing power of the 
middle classes ; control of Parliament by the Crown ; gen- 
eral characteristics and policy of the Tudors 

20 Extension of national power abroad 

*a The Tudor peace policy : marriage alliances and diplomacy 
of Henry 7; the foreign policy of Wolsey; the caution of 
Elizabeth 
*6 The war with Spain : causes of the war ; the Armada and its 
effect on national spirit; defeat of the Armada; Elizabethan 
seamen 
c England's position at the close of the Tudor period 
Map shozving Europe and Spanish Empire, 1550 

21 The Church of England (rise of Puritanism) 

a Condition of the church at the opening of the period : wealth ; 
judicial courts ; political power and influence 

*& Rise of Protestantism : doctrines of Wyclif ; Luther's revolt ; 
attitude of Henry 8 toward Luther's teachings 
c The break with Rome : *divorce of Katherine ; *dissoIution 
of the monasteries ; *translation of the Bible ; the Ten Arti- 
cles ; *Act of Supremacy ; the Pilgrimage of Grace ; the Six 
Articles ; ^treatment accorded to heretics ; the church as left 
by Henry 8 

* J The Protestant revolution under Edward 6 and his ministers : 
measures of the government; attitude of the nation 

^e Catholic reaction : *Mary's aims ; *the attitude of Parliament 
and the nation toward Mary ; the Spanish Marriage ; reunion 
with Rome ; persecutions ; *results of Mary's policy 

*/ The moderation of Elizabeth : repeal of heresy laws ; the 
Thirty-nine Articles ; growth of Puritan ideas ; effects of the 
Armada and the wars in the Netherlands on religious senti- 
ment 



40 

g The Church in Ireland and Scotland 

22 The development of trade and colonies 

*a Trade: decay of gilds and trade organizations; rise of the 
middle class ; debasement and restoration of coinage ; com- 
ing of artisans from the continent ; gain of Flemish trade ; 
laws protecting manufactures and regulating trade; estab- 
lishment of navy 

*& Colonial enterprise: explorations of the Cabots, Drake and 
Raleigh ; colonizing attempts of Gilbert and Raleigh ; estab- 
lishment of trading companies 

23 Life in Tudor England 

*a Social and economic changes: modes of living; the house, 
city and coimtry ; decay of old toiwns; rise of new centers of 
population ; wheat fields versus sheep pastures ; increase of 
pauperism and its causes; laws for relief of the poor; intro- 
duction of firearms 

*& Intellectual awakening: growth O'f the spirit of adventure 
and enterprise ; the New Learning, its nature ; Erasmus, 
More, Colet ; establishment of new schools and colleges ; the 
drama; the theater; Shakspere and Bacon 

Library and notebook topics 

A Social conditions in England as revealed in More's Utopia 
B The revolt of the Netherlands 
C Why heretics were put to death 
D Spanish power in the i6th century 
E Political reasons for the coquetry of Elizabeth 
F Achievements of Elizabethan seamen 
G The gild and the modern trade union 

H The earliest attempts of the English to colonize America 
/ The poor laws of Elizabeth 
/ A day at Elizabeth's court 

VI The Puritan revolution and Royalist reaction, 1603-88 

24 Division between kings and Parliament 

*a Beginning of strife: change in national spirit about 1600; 
personality of James i; Hampton Court Conference; issues 
in the first Parliament ; Gunpowder Plot ; divine right of 
kings ; rule of favorites 

^'b Increasing differences between Parliament and the Crown: 
characteristics oi Charles i ; the Petition of Right ; tonnage 
and poundage; Laud's policy and religious strife; the disso^ 
lution of 1629 and the emigration o.f Puritatis ; monopolies; 
ship money and Hampden's resistance ; Wentworth's meas- 



41 

ures; Laud and the outbreak in Scotland; the Short Parlia- 
ment 
*c The Long Parliament : meeting of the Long Parliament ; 
impeachment and execution of Strafford ; measures limiting 
the power of the king; division of Parliament on religious 
questions ; intriguing of Charles for support ; the Grand 
Remonstrance ; attempt to seize the five members ; civil war 

25 Civil war and the commouiwealth 

*a The first civil war : rival parties, their leaders and support ; 
outbreak of the war ; Cromwell and the Ironsides ; Scottish 
alliance ; Solemn League and Covenant ; Marston Moor ; di- 
visions in the parliamentary party; the Self-denying Ordi- 
nance ; the New Model ; Naseby ; negotiations of the king 

'■^b The second civil war : alliance of the king with the Scots ; 
the battle of Preston; Pride's Purge; trial and execution of 
the king 

*c The Commonwealth : the Rump Parliament ; conquest of 
Scotland and Ireland; Cromwell as Lord Protector; con- 
stitutional experiments ; fall of the Commonwealth 
Map shozving how England zvas divided bctiveen Puritan and 
Cavalier and the battlefields of the Puritan Revolution 

26 Restoration and revolution 

*a Political conditions: character and policy of the king; Par- 
liament and taxation 

*& Religious settlement : Act oi Uniformity ; penal legislation 
against dissent ; condition of the Catholics and aims of the 
king; results in the American colonies 

*c Charles 2 and Louis 14: aims of the French king; war be- 
tween England and Holland ; the secret Treaty of Dover ; 
the Declaration of Indulgence ; the Test Act ; the Exclusion 
Bill ; Whigs and Tories 

*{/ Overthrow oi the Stuarts : national fear of a Catholic despot- 
ism ; assertion of dispensing power by the king ; Catholics in 
office ; a standing army ; Declaration of Indulgence ; petition 
and trial of the seven bishops 

*c William of Orange : position and character of William ; the 
summons to England ; flight of James 2 ; Parliament and the 
succession 

*/ Results of Revolution: Bill of Rights; Act of Toleration; 
Act of Settlement 
2y England and the continent 

a James i : foreign policy of James i ; the Thirty Years War 



42 

"^b Cromwell : Navigation Act ; war with Holland ; war with 
Spain; England's influence in Europe during Cromwell's 
protectorate 

*c The restored Stuarts : wars bettween England and Holland ; 
secret alliance of Charles 2 and Louis 14; the designs of Louis 

14 

28 Ireland 

Ireland reconquered: condition of Ireland in 1600; Went- 
worth; rebellion of 1641 ; conquest by Cromwell; the Crom- 
wellian settlement 

29 Commerce and colonies 

*a Colonies in America: colonies founded in America during 
the Stuart period ; influence on the American colonies of the 
civil and religious dissensions of the mother country; the 
navigation laws ; war with Spain, Jamaica ; war with Holland 
and the New Netherlands 

*& Commerce : trading posts in India ; some of the principal 
articles of commerce in the 17th century 

30 Religious history 

*o An age of religious intolerance : causes of the intolerance ; 
religious parties of the period; laws to establish conformity; 
the King James version; effects of the Gunpowder Plot on 
the position of the Catholics in England ; Laud and his policy; 
attitude of Scotland toward the use of the prayer book; the 
church question in Parliament; reHgious settlement of the 
Restoration; royal tolerance; national intolerance; religious 
conditions at the close of the period 

31 Life and literature 

*a Life: manner of life, dress and amusements of Cavalier and 

Roundhead 
*& Literature: establishment of the Royal Society of London 

and its significance; King James version and its influence on 

the EngHsh language; the first newspapers; Milton; Bun- 

yan; Newton; Harvey 

Library and notebook topics 

A Gunpowder Plot 

B The journey to Spain 

C Impeachment of Strafford 

D Attack on the five members 

E Trial of King Charles 2 

F Fall of the Rump Parliament 

G Trial of the seven bishops 



43 

VII Constitutional monarchy, 1688-1820 

32 Establishment and development of constitutional monarchy 
*a Constitutional gains: Mutiny Act; Toleration Act; Bill of 

Rights ; Act of Settlement 

*& Growth of political parties : Whigs and Tories ; the Sep- 
tennial Bill 

*c The Cabinet : party government through the Cabinet ; Robert 
Walpole ; methods of controlling Parliament ; personality and 
influence of the Hanoverian kings 

33 Scotland and Ireland 

a The Revolution in Scotland : Claverhouse ; *the union of 
1707; the Jacobites; the risings of 1715 and 1745 
*& Ireland : course of King James 2 ; siege of Londonderry ; 
battle of Boyne; condition of Ireland through t'he i8th cen- 
tury; home rule 1782-18CO; the rebelhon of 1798; the United 
Kingdom 1801 

34 Conflicts with France on three continents 

*a Rivalry of William 3 and Louis 14; French support of the 
Stuarts ; league against Louis ; La Hogue ; the war in Amer- 
ica ; the Treaty of Ryswick 

*b The War of the Spanish Succession : the causes ; the allies ; 
Marlborough and his companions ; Gibraltar, Acadia and 
Hudson bay ; attitude of English parties toward the war ; 
Treaty of Utrecht 

*c The War O'f the Austrian Succession: causes; allies; Detin- 
gen; Fontenoy; Louisburg; Treaty of Aix la Chapelle 

*(/ War continued in the colonies : '-'strife for the Ohio valley ; 
Braddock's defeat ; rivalry with the French in India ; the 
work of Dupleix and Clive 

^e Seven Years War : causes ; allies ; Pitt's administration ; 
British successes; Wolfe; Treaty of Paris 

*/ The Revolution : aid from France for the American colonies ; 
the alHes against England ; Yorktown ; treaties of peace 

*g The French Revolution: conditions in France 1789; the 
English feeling at first concerning the French Revolution; 
the Reign of Terror ; war on the revolutionists ; rise of Na- 
poleon; battle of the Nile; the Treaty of Amiens 

*h The war with Napoleon : coalitions against Napoleon ; the 
work of Nelson; Austerlitz and Jena; Wellesley and the 
Peninsular War; *commercial warfare leading to war with 



44 

the United States; Napoleon in Russia; Elba; Waterloo; St 
Helena 

35 Colonies 

*a; America : colonial policy of European nations ; English re- 
strictions on colonial trade ; aims of George 3 ; Whigs and 
Tories in England and America ; outbreak of the American 
Revolution ; war in New England ; the Declaration of Inde- 
pendence ; war in the Middle States ; Saratoga and the French 
alliance ; war in the South ; Yorktown and the independence 
of American colonies ; loss of other colonies ; change in the 
treatment of colonies 

'^b India: the East India Co. 1750; French rivalry; Clive and 
Dupleix ; conquest of Bengal; methods of governing India; 
Warren Hastings; the Mahratta War 

"V Canada : conquest ; loyalty during the American Revolution ; 
the Hudson's Bay Co. 

■''d Australia and New Zealand: discovery; convict settlemients ; 
wool growing 

*(? Minor colonies: the West India colonies; sugar raising; 
slavery ; Cape Colony, acc|uired, surrendered, regained ; Gib- 
raltar, St Helena 

36 Manufactures and commerce : the industrial revolution 

*a Changes in manufacturing: the coming of the French Hugue- 
nots ; coal mines and iron works ; inventions and the use of 
machinery; the factory system; new centers of population; 
efifects on the working classes 

*& Agriculture : improvements in tillage and breeding ; decrease 
of small landholders 
c Canals 

37 Reform movements 

*a Religious reforms : religious conditions in the first part of 

the i8th century; the Wesleys and Whitfield 
^b Philanthropic reforms : Howard and the prisons ; Wilber- 

force and the slave trade ; changes in penal laws ; care of the 

poor 
*c Political reforms: Pitt's influence in purifying politics; 

Burke and economic reforms ; freedom of the press 

38 National life, learning and literature 

*a Life of the people: dress and social customs; roads; means 
and methods of travel 



*& Banking and finance: Bank of England; national debt 

*c Education : Sunday schools and day schools 

*(i Writers : Pope, Swift, Addison, Defoe, Adam Smith 

Library and notebook topics 

A. The union of Scotland and England 

B The coffee house 

C Pitl the war minister 

D Pitt and the American colonies 

E A comparison of political conditions in England and America 

in 1765 
F Nelson at Trafalgar 
G Watt and Stephenson 

VIII The British Empire, 1820 — 

39 Parliamentary reform 

■^a The " rotten boroughs ": reforms demanded after the Amer- 
ican Revolution ; effects of the French Revolution on public 
sentiment; the contest of 1832; results 

"^'b The Chartists : Chartist demands and their treatment ; ex- 
tension of suffrage in 1867 ^^^^ 1884 

40 Government in England at the present time 

*a The Constitution: its nature; how it may be changed 

*/? The voters 

*<: Parliament: the peerage; the Plouse of Lords and its com- 
position ; the House of Commons, how chosen and how dis- 
solved 

^d Executive powers: the place of the king in the government; 
the Cabinet, how chosen; powers and duties of the Cabinet 

*<? The judiciary 

41 Taxation and trade 

'''a The Corn Laws : conflicting views of Peel and Cobden ; re- 
peal of the Corn Law 
b The Navigation Law: repeal of the Navigation Law; Eng- 
lish imports and exports ; *effect of the free trade policy on 
the development of English trade 

*c Present methods of taxation 

42 Industrial progress 

*a Public improvements: the development of the locomotive; 
railroad building; McAdam and Telford; the telegraph; 
cheap postage ; steamship lines 
b Trade unions 



46 



*c Present manufacturing centers 
Map shozving manufacturing and commercial cities of the 
British Isles 

43 Colonies 

*o Canada: The Hudson's Bay Co.; the rebelhon of 1837; the 
Dominion; the Constitution of 1867; development of the 
country 

*6 Indian : enlargement of British territory ; the Sepoy Mutiny ; 
proclamation of the emipire, 1876; Burma; the present gov- 
ernment and condition of India 

*c Australasia : discovery of gold ; development of the country ; 
the federation of 1901 

*d South Africa: rivalry of Dutch and English settlers; in- 
dustries and development of southern Africa; the South 
Africa Company and its work ; the Boer Wars ; the union of 
South Africa 

*^ Possessions and minor colonies : the Suez canal, how ac- 
quired ; the English in Egypt ; Central Africa and South 
Africa ; strongholds and coaling stations 

*/ Relations of the colonies to the home government; methods 
of British rule ; growth of the imperial idea 
Alap shozving British empire zvith dates of acquisition of its 
dependencies 

44 Foreign affairs 

*a Rivalries and alliances with other countries : the Crimean 
War — causes, allies, results ; the Alabama Claims and the 
principle of arbitration ; the Berlin Congress ; the English 
occupation of Egypt 

*& England's position among the nations of today 

45 Ireland 

*a The famine of 1845-49: causes and results; emigration 
*& Land tenure: the Irish Land Acts; the Land League 
*c Agitation for Home Rule: the Fenians; Parnell and Glad- 
stone 

46 Literature 

Leading English authors of the 19th century: poets; novelists; 
essayists and critics ; historians ; scientific writers 

47 Social conditions 

*a Agriculture: land tenure in England, Scotland and Ireland; 
decline of agricultural prosperity ; reasons for the decline of 
agriculture 



47 

*& Labor: condition of laborers in factories before 1830; 
Shaftesbury and the reform of factory laws ; present con- 
dition of labor 
Library and notebook topics 

Digests of current magazine articles on matters affecting England 
and her colonies 
48 General summary and review 

MODERN HISTORY 

From the fall of the Roman Empire to the present with emphasis 

on the history of England 

In providing a course of modern history as an option for ancient 
and English history, two ideas have been dominant : first to bring 
the student into closer touch with modern history ; second, to make 
prominent the continuity of history by showing the origins of 
American life and thought. This syllabus then may be considered 
an attempt to adapt history teaching to present day needs. 

The course is planned primarily for secondary students whose 
schooling for citizenship will end in the high school ; but it should 
prove equally valuable for those preparing for college. Students 
familiar with this course should have no difficulty in passing college 
entrance examinations in English or in modern history. The needs 
of the few who must offer ancient history for college entrance can 
be met in all large schools by providing an option in that subject. 

This outline is prepared to cover the second and third years of 
the high school course with a minimum requirement of three 
periods a week. To accomplish the course successfully supervision 
of library and notebook work must be given outside the required 
recitation periods. 

In all cases the topics of the syllabus, not those of the textbook, 
should be followed closely. Much that appears in many textbooks 
should be omitted ; for unless a policy of careful elimination is 
pursued, classes will be overworked and will have gained only a 
vague knowledge of innumerable details. 

It is not the purpose of this syllabus to present in detail the 
history of each nation of Europe, but rather to exhibit those move- 
ments, events and institutions that are common to many nations. 

The names of persons who gave impulse or character to an era, 
the events that mark off epochs of human progress are the things 
most worthy of many-sided illumination ; for it should be borne in 
mind that average high school students are neither specialists in 
history nor antiquaries ; yet as human beings they are entitled to 



48 



know the steps by which man has surmounted his environment and 
enlarged his sympathies and his outlook. 

It will be objected by some that the course outlined calls for the 
use of several textbooks. 

That objection is certainly not valid in schools that supply free 
textbooks ; nor should it prove a matter of serious concern in any 
school. A brief outline of ancient history and a well balanced 
textbook of modern history are all that a student should need to buy, 
provided the school library is supplied with an assortment of good 
textbooks of ancient and English history. 

In teaching this new course, however, special obligations of fore- 
thought and guidance are imposed on the teacher by the very extent 
of time and space involved. 

Lists of required readings to be varied from year to year will 
be furnished on a separate sheet. One or more questions based on 
these required readings will be included in each examination. 
Questions calling for minute details will not be asked. 



MODERN HISTORY, PART I 









c ^ 


General survey of the field ' 




"6 




'^ 6 
a. 



I Primitive man 



II The ancient 
ranean world 



Mediter- 



/ I The achievements of prehistoric 
"[ man in industry ; in government 

2 The Nile valley, compared with 

that of the Tigris-Euphrates; the 
peoples in each 

3 The land of Syria : the Phenecians ; 

the Hebrews ; the organization 
of the Persian Empire] 

4 The early age of Greece 

5 The city-state as a Greek political 

ideal 

6 Athens and Athenian life ■ 

7 Contributions of Greece to Euro- 

pean civilization 

8 Physical Italy and Rome, position 

in the Mediterranean basin 

9 Rome and Roman life described 

10 The conquest of the world 

1 1 Causes of the break-up of the Ro- 

man Empire and Rome's contribu- 
tion to civilization 



1 In the following general surveys and outlines of modem history and 
American history, use was made of surveys and outlines copyrighted 1901 
and 1904 by Walter H. Cushing. 



49 



General survey of the field {continued) 



III The transition period 
from ancient to medie- 
val history 



IV Invasions by the 
Northmen 



V The papacy and the be- 
ginnings of the new Ger- 
man-Roman empire 



VI The formation of 
France 



VII Norman England 
1066— 1154 



VIII England under the 
Plantagenets , 115 4- 1377 



IX The East and the Cru- 
sades 



fl2 
14 



U9 
20 



[21 
f 22 

23 

24 



26 
' 27 
■ 28 

I 29 

I 



31 

32 

f 33 
I 34 
J 35 
i 36 
I 37 
I 38 
39 
■I 40 



The invasions and break-up of the 
Western Empire, 376-476 a.d. 

Continued invasions an on 

of Germanic states 

The East: one emperor (Constanti- 
nople); a new prophet, 476-732 

A.D. 

The rise of the Christian Church 
The growth of the Prankish power: 

a new emperor 
Retrospect, from the Euphrates to 

the Rhine 
The decline of the Carolingian em- 
pire and the formation of separate 
monarchies 
The beginnings of feudalism 
The Northmen in Italy, France, 

Russia 
The Northmen in England 
Germany to the death of Otto the 

Great, 973 
The struggle over the right of in- 
vestiture to I 1 2 2 
Frederick Barbarossa, 1152-90 
Innocent 3 and his position in 

Christendom, 1 198-12 16 
Frederick 2 and the fall of the 

Hohenstaufen 
The rise of the Capetian dynastv to 

1 180 
France under Philip Augustus and 

St Louis, 1 180-1270 
Philip the Fair, 1285-13 14, and 

Pope Boniface 8, 1294-1303 
The establishment of Norman rule 
The Church and the Crusades 
Life in the feudal period 
England and France 
Ireland, Wales and Scotland 
Constitutional development 
The Church 

Commerce and manufactures 
Life in Plantagenet England 
The East before the Crusades 
The Crusades 
End of the Crusades 






50 



P4 



General survey of the field {continued) 



G t) 



X The era of the Renais- 
sance, 14th and 15th 
f centuries 



XII The Reformation in 
England; the Tudors 
1485-1603 



XIII The Puritan revolu- 
tion and Royalist reac- 
tion in England, 1603-8? 



XI The Protestant revolt 
and the wars of re- 
ligion 



42 Germany and the Empire I 

43 France in the 14th and 15th cen- 

turies; the Hundred Years War 

44 The last of the Plantagenets in 

England ; Wars of the Roses 

45 Consolidation of Spain into a power- 

ful monarchy j 

46 Political and social conditions in 

Italy in the 14th and 15th cen- 
turies 

47 The beginning of the Renaissance 

in Italy; the revival of learning 

48 The fine arts during the Renais- 

sance 

49 The age of great discoveries and 

inventions 

50 Reform movements of the 15 th 

century 

51 The eve of the Protestant revolt in 

Germany 

52 The Lutheran revolt to 1525 

53 Charles 5 and the Protestant revolt 

in Germany, 1526-55 

54 John Calvin and his work 

55 Rise of Protestantism in France 

56 France under Henry 4 

57 The Catholic reformation and the 

Jesuits 

58 The revolt of the Netherlands, 1568 

1648 
. 59 The Thirty Years War, 1618-48 
' 60 The establishment of centralized 
monarch}^ 
6 1 Extension of national power abroad 
•! 62 The Church of England and the rise 
of Puritanism 

63 Trade and colonies 

64 Life in Tudor England 
■ 65 Division between kings and Parlia- 
ment 

66 Civil war and Commonwealth 

67 Restoration and revolution 

68 England and the continent 

69 Ireland 

70 Commerce and colonies 

7 1 Religious intolerance and sectarian 

ism 

72 Life and literature 



}■ 



53 

Map zvork 

1 On an outline map of the ancient world locate the differ- 
ent peoples that contributed to the early civilization of the 
Mediterranean basin. Locate also the cities : Babylon, 
Nineveh, Memphis, Thebes, Tyre, Jerusalem, Athens, 
Sardis, Rome, Carthage, Syracuse 

2 On an outline map of the ancient world indicate (o) the 
Roman Empire at its greatest extent in color, {h) the 
general location of Keltic and Teutonic races prior to the 
great Teutonic migrations of the Christian era by hori- 
zontal and vertical lines respectively 

3 An outline of Athens and its environs 

4 An outline of Rome, showing the seven hills, the location 
of the forum, the Colisseum, St Peters 

Picture collections or draivings, showing the art, architecture 
and life of ancient Greece and Rome 

III Transition period from ancient to medieval history, 376-800 
A.D. 

12 Invasions and break-up of Western Empire, 376-476 a. d. 

a The Germans : appearance ; religion ; government ; occupa- 
tions; tlie invasions of the West Goths (Alaric), 376-410 
A. D. ; other invasions 

13 Continued invasions, and formation of Germanic states, 476- 

774 A. D. 

a Condition of Europe in 476 a.d. 

b Italy: the Ostrogoths, 493-552 a.d. (Theodoric) ; Lombards, 
568-774 A. D. 

c Gaul : the Franks 

d Spain: the decaying kingdom of the Visigoths (to 711 a.d.) 

e Results of invasions: fusion of the two peoples (language, 
law, religion) 

/ Britain : Saxons and Angles ; their European home, customs, 
institutions ; the concjuest, causes, manner of coming, de- 
struction of Roman and Celtic institutions, sections of 
Britain occupied ; the Saxon supremacy, fusion of the 
tribes ; Egbert, supremacy of Wessex, character of the 
union established by Egbert 

Map ivork 

I Map showing routes of migrations and final places of set- 
tlements of the Teutonic tribes 



54 

2 Map showing political and racial division of Britain about 
600 A. D. 

Library and notebook topics 

A Britain as Caesar found it 

B The Germans as Tacitus described them 

14 The East: one emperor (Constan'tinople) ; a new prophet, ' 

476-732 A. D. i 

a Justinian : conquests, and codification of the law J 

b The rise of Mohammedanism : Mohammed ; his religious sys- _[ 

tem; Saracen conquests 

Library and notebook topics 

A The Saracen conquest of Spain 
B Important teachings of the Koran 

15 " The rise of the Christian Church " 

a Early organization of the Church ; growth of the Papal power 

to 600 A. D. 
b Differences and divisions 
c Monasticism 

Library and notebook topics 

A Pope Gregory the Great 

B The life of St Columban and the work of the Irish monks 

C Influences of the early Church 

D The Benedictine Rule 

16 The growth of the Prankish power ; a mew emperor, 486-800 

A. D. 
a Clovis and the Merovingians 

b The Carolingians as " mayors " ; battle of Tours, 732 a. d. 
c The Carolingians as kings ; Lombardy 
d Charlemagne : the king crowned emperor, 800 a. d. ; the 

organization of the empire 

Library and notebook topics 

A Boniface and his work 

B The Salic law 

C The conversion of Clovis as told by Gregory of Tours 

D Personal characteristics of Charlemagne 

E The ordeal as a legal proof of guilt or innocence 

F Charlemagne's conception of the duties of an emperor (as shown 

in the capitulary of the year 802) 
G The Palace School 



55 

17 Retrospect, from the Euphrates to the Rhine 
Map work 

On an outline map of the ancient world show approximately 
the territory ruled by Charlemagne (800 A. d.), the terri- 
tory ruled by Mohammedans, and the Eastern Empire 

18 The decline of the Carolingian empire, and the formation of 

separate monarchies 
a The events that led to the Treaties of Verdun and of Mer- 
sen; terms of the treaties 

Special map work 

Boundaries of the three kingdoms at the Treaty of Verdun 

19 The beginnings of feudalism 

a Definition of the terms benefice and vassalage, and explana- 
tion of the fief as the central institution of feudalism 

b Lord, vassal, and subvassal, their respective duties, rights 
and privileges 

c Importance of feudalism from a military, financial, adminis- 
trative, and social point of view 

IV Invasions by the Northmen 

20 The Northmen in Italy, France and Russia 

a The Northmen : the lands they lived in ; manner of life ; the 

Vikings 
h In Italy, Robert Guiscard ; in France, Rollo ; in Russia, Ruric 

21 The Northmen in England 

a Conditions in England before the invasions of the Northmen 

(i) The early English church: Augustine; the Roman and 

Irish missionaries; the Council of Whitby; monasteries 

and abbeys ; life of the monks, their routine, industries, 

schools, hospitality 

(2) Government and life in Saxon England 

Government : moots ; courts ; trial by ordeal ; the Wiltan 

and its power ; selection and power of the king 
Life among the Saxons of the loth century : the village 
and its f olkland ; homes and furnishings ; food ; clothing ; 
agriculture; trades; manufactures 
b The struggle against the invasions of the Northmen 

(i) Great Saxon leaders: Alfred; Treaty of Wedmore; the 

Danelaw ; Dunstan 
(2) The Danish kings: renewed attacks and successes of the 
Danes ; dominions and government of Sweyn and Canute 



5G 

(3) Edward die Confessor and Earl Godwin; Harold, his 
difficulties; claim of William of Normandy; the Battle of 
Sen lac 

Map zvork 

1 Map of England in Alfred's day 

2 Settlements made by Northmen in Europe 

Library and notebook topics 

A The Saxon hundred and township 

B Alfred, the man and the king 

C The settlement of the Normans in France 

D The vikings, their education and manner of life as described in 

DuChaillu's Viking Age 
E Canute's letter to his people 

V The papacy and the beginning of the new German-Roman 
empire 

22 Germany and Italy, to the death of Otto the Great, 973 
a Stem-duchies and first elective kings (Henry i, 919-36) 
b Revival of the Empire by Otto the Great,' 962 
23, The struggle over the right of investiture, to 1122 

a Causes and beginnings of the struggle for the right of in- 
vestiture : the youth and education of Henry 4 ; increasing 
power of the papacy, 1059-73 ; importance of the ceremony 
of investiture 
b Demands of Gregory 7 ; the ban ; necessity for its removal ; 

the pilgrimage to Canossa 
c The end of the struggle: its course to the death of Gregory 7; 
the Concordat of Worms, 1122 

24 Frederick i (Barbarossa), 1152-90 

a Beginning of the struggle with the Lombard communes 
b The struggle with the popes 

c The end of Frederick's struggles in Italy: the Lombard 
League ; the Peace of Venice ; progress in Germany 

25 Innocent 3 and his position in Christendom, 1198-1216 

a Means by which the Church ruled the world : papal legates ; 
papal revemies; church courts; excommunication and inter- 
dict; moral and intellectual power 

b Innocent and England 

c Innocent and France 

d Innocent and the Empire: the rival rulers of Germany and 
the Battle of Bouvines, 1214 



57 

26 Frederick 2 and the fall of the Hohenstaufen 

a Frederick 2 and Gregory 9 : causes of enmity ; the crusade 
and its results ; progress of hostilities to the death of Greg- 
ory 9, 1 24 1 
b Frederick 2 and Innocent 4; Frederick's misfortunes and 

death; the last of the Hohenstaufen dynasty 
c General results of the struggles between emperors and popes 

VI The formation of France, to 1328 

2"/ The rise of the Capetian dynasty, to 1180 
a The great fiefs of France 
b The accession of Hugh Capet, 987 

28 France under Philip Augustus and St Louis, 1 180-1270 
a The extension of the king's domain 

b The development of the central government 
Special map xvork 

France under Philip Augustus, showing chief divisions of 
France and territory accjuired during his reign 

29 Philip the Fair of France, 1285-13,14, and Pope Boniface 8, 

I 294-1 303 

a Power of the Papacy ; causes of the quarrel between Boniface 
and Philip 

b Progress of the quarrel 

c Death of Boniface 

d The power of the king at the close of the quarrel ; the estates- 
general of 1302 

e The Papacy at Avignon 

Chart, showing the leading contemporary rulers and popes in 
parallel columns with dates, one column for England, one for 
France, one for Germany, one for the papacy (800-1300) 

VII Norman England, 1066-1154 

30 Establishment of Norman rule 

a Completion of the conquest: castle building; grants of land; 
crushing O'f Northumbria ; the Domesday Book and the Salis- 
bury Oath 

b Characteristics of William the Conqueror 

c Tyranny of William Rufus 

d Government of Henry i : the Saxon marriage ; Charter of 
Liberties; king's courts; Normandy an English duchy 

31 The Church 

Double control by Church and state : organization of the 
Church; Church courts and what they did; relations of Wil- 



58 

Ham I and Gregory 7; strife of investitures; the Church and 
learning; churchmen as statesmen 

32 Life of the feudal period 

a Feudal relations : duties of lord, vassal and serf 

b The feudal estate : the castle ; the manor ; division of lands 

c Differences between English and continental feudalism 

d Warfare : weapons ; manner of fighting ; treatment of 

prisoners ; knighthood and chivalry 
e Antagonism of Norman and Saxon : reasons and effects 
/ Education; language and literature; manufactures; trade; 

travel; amusements 

Library and notebook topics 

A Ground plan of a feudal castle 

B Battle of Senlac 

C Hereward the Wake 

D Comparison of Norman and Saxon characteristics 

VIII England under the Plantagenets^ 1 154-1485 

33 England and France 

a Henry 2 and his dominions 

Map of the territory ruled by Henry 2 

b Weakness of England under John and Henry 3 : loss of 

Normandy; gradual loss of other possessions 
Map showing England's possessions in France at the outbreak 

of the Hundred Years War 
c Beginning of the Hundred Years War: claim of Edward 3 

to the French throne ; Crecy ; the Black Pnince ; Poitiers 
d Renewal of war with France : work of Joan of Arc ; close of 

the war 

34 Ireland, Wales and Scotland 

a Ireland: early history; Henry 2 in Ireland; the English 
Pale; life on the island 

b Wales : early relations with England ; the Welsh marches ; 
conquests by Edward i ; revolts and reconquests 

c Scotland: border warfare; alliance of Scotland and France; 
union of England and Scotland ; Bruce ; Bannockburn ; recog- 
nition of Scottish independence in 1328 

35 Constitutional development 

a Organized government : political condition of England at 
the accession of Henry 2 ; character of Henry 2 ; royal power 
increased by conquest of the barons, scutage, judicial re- 



59 

forms, the council ; Henry 2 and the Church ; sale of charters 
by Richard i 

b Magna Charta: King John and his quarrel with the barons; 
part taken by Stephen Langton ; granting the charter ; 
principal provisions and importance of the charter in English 
history 

c The first Parliament: Henry 3 and the Barons' War; char- 
acteristics of the king; grievances of the people; Provisions 
of Oxford ; divisions among the barons and results ; rule of 
Simon de Montfort; Parliament of 1265; Evesham and its 
results 

d The Model Parliament and taxation: Edward i, character, 
aims and policy; composition and importance of the Model 
Parliament; confirmation of the charters 

e Parliament deposes Edward 2 

/ House of Lords and House of Commons : character of Ed- 
ward 3 ; division of Parliament into two houses ; Parliament 
and taxation ; the Good Parliament 

36 The Church : the secular clergy ; the monks 

. a Church and state: strife between Henry 2 and Thomas a 
Becket ; quarrel between John and the pope ; establishment 
of papal power; increase of the wealth of the Church; the 
statutes of Mortmain, Provisors and Premunire, why they 
were passed and what they did 
b The friars and their work: Franciscans and Dominicans 
c Lollards : causes of the Lollard movement ; Wyclif ; persecu- 
tion of the Lollards 

37 Commerce and manufactures 

a Commerce : the principal commodities ; merchant gilds, mer- 
chants of the staple ; fairs ; markets ; the Hanseatic League ; 
merchant adventurers ; trade routes 

b Manufactures : early manufactures ; coming of the Flemish 
weavers ; development of woolen manufactures ; craft gilds 

38 Life in Plantagenet England 

a General progress: union of Saxon and Norman; growth of 
towns; outward appearance of a medieval town; decrease of 
villenage; increasing wealth and importance of the artisan 
cla« 

he Peasants' Rising : manorial system ; medieval agriculture ; 
village life; the Black Death and its effect on industry; 
Statute of Laborers ; growth of democratic sentiment ; Wat 
Tyler's Rebellion and its overthrow ; permanent results 




60 

c Warfare : the castle ; weapons and armor ; religious military 
orders, their organization, power and decadence; decline of 
chivalry ; use of gunpowder 

d Intellectual progress: development of the English language; 
Chaucer; Wyclif; Langland ; cathedral building; medieval 
schools in monasteries and cathedrals ; rise of the universities ; 
subjects of study, the " seven liberal arts, the trivium and 
the quadrivium " ; introduction of printing 

e Travel and amusement; home life of noble and peasant 

Library and notebook topics 

A The principles of Magna Charta that have become embodied in 

English and American government 
B A summary of the relations between the Papacy and English 

sovereigns covering the reigns of William i, Henry 2, John 

and Edward i 
C Life in England as portrayed by Chaucer 
D Feudal England as seen in Ivanhoe 
E The restrictions and dangers of commerce in the Plantagenet 

period 
F A medieval fair 

G The introduction of the printing press in England 
H The early use of gunpoAvder in war 
/ The character of Richard 3 as seen in Shakspere's Richard 3 
J The life of medieval students 
K A description of some particular castle, e. g. Tower of London, 

Kenilworth, Edinburg 
L A Gothic cathedral, e. g. Lincoln, Salisbury 
M A study of some town, e. g. Chester, Oxford, London 
N A day in a Benedictine monastery 
O Picture collections or drawings illustrating : divisions of manorial 

lands; medieval arms and armor; agricultural implements; 

cathedrals ; monasteries 

IX The East and the Crusades, 1096-1270 

Note. No attempt should be made to have the pupil learn the events 
of each crusade. 

39 The East before the Crusades 
a The Eastern empire 

b Saracen civilization 

c The coming of the Seljuk Turks 

40 The Crusades 

a General causes and occasion for the Crusades 
b Character of the expeditions 
c The kingdom of Jerusalem 



61 

d The religious-military orders : Templars, Hospitallers, Teu- 
tonic Knights 

41 The end of the Crusades 

a The fall of Acre and end of Christian rule in the East 

b Results of the crusades : commercial ; industrial ; rehgious ; 

educational; growth of Italian cities; municipal freedom; 

strengthening of monarchies 

Library and notebook topics 

A Constantinople in the Middle Ages 

B Medieval pilgrimages 

C The experience of a medieval crusader: motives; vows; privi- 
leges; preparation; dress; arms; route; battles and sieges; 
benefits and disadvantages of the experience 

X The era of the Renaissance, 14th and 15th centuries 

42 Germany and the Empire, 1 273-1493 

a Rise of Austria and of the house of Hapsburg: Rudolph of 
Hapsburg; the powers of the emperor and of the seven 
electors; the Golden Bull of 1356; the Hapsburgs and their 
policy 

b Eastward expansion : the Mark of Brandenburg ; the Teu- 
tonic Knights 

c The rise of the cities ; the Hanseatic League 

d Rise of the Swiss Confederation 

e Charles the Bold of Burgundy 

/ The weakness of the Empire at the end of the 15th century 

Chart, showing contemporary European rulers in the 14th and 
15th centuries {sec under 29] 

43 France in the 14th and 15th centuries; the Hundred Years 

War. Review t^t, 

44 The last of the Plantagenets in England ; Wars of the Roses 
a Parliament and Richard 2 : rule and deposition of Richard 2 
b Divisions among the nobles ; rivalry of Lancaster and York 
c Wars of the Roses 

Causes for civil strife ; Warwick ; Bosworth Field and ac- 
cession of the Tudors ; results of the wars 

45 The consolidation of Spain into a powerful monarchy 
a The Christian recovery of Spain 

b The union of Castile and Aragon 

c The conquest of Granada and treatment of the Moors 
d Growth of the royal power, to the opening of the i6th 
century 



62 

46 Political and social conditions in Italy in the 14th and 15th 

centuries : Florence and Venice ; the papal monarchy ; the 
two Sicilies ; the rule of the despots 

47 The beginning of the Renaissance in Italy ; the revival of 

learning 
a The spirit and meaning of the Renaissance : its many-sided 

character 
b Italian literature : Dante, Petrarch, Boccaccio' 
c The revival of learning: the Greek teachers; the work of 

Petrarch and Boccaccio; the recovery, editing, and printing 

of classical texts 
d Renaissance in England ; in France ; in Germany 

48 The fine arts during the Renaissance 
a The great architects 

b The chief sculptors 
c The Florentine and Venetian painters 
d Painting in northern countries 
Library and notebook topic 

Picture collection representing the art of the Renaissance 

49 The age of the great discoveries and inventions 

a European conditions at the end of the 15th century which 
led to discoveries and inventions 

b Portuguese discoveries to the east 

c Spanish discoveries and conquests in the western world 

d French explorations : Verrazano ; Cartier 

e Mechanical inventions of the era and how they helped dis- 
covery and conquest 

/ The new ideas in astronomy : Copernicus and Galileo 

g The art of printing; its relation to the Renaissance 

Map work 

Sketch map showing the voyages of discovery of Columbus, 
Vasco da Gama, Cabot and Magellan, Verrazano and Car- 
tier 

50 Reforming movements of the 15th century 

a Councils of Pisa, Constance and Basel : what each attempted 

and why they failed 
b Reformers : Hus ; Savonarola ; Wyclif 

XI The Protestant revolt and the wars of religion, 1517-1648 

Preliminary to this study the following will be found useful: 
Map zvork: A map showing the boundaries of the Empire 
under Charles 5 of Spain 



63 

Chart: Showing contemporary rulers of Europe from 1500- 
1700 

51 The eve of the Protestant revolt in Germany 
a Germany at the opening of the i6th century 

b The Church : conditions that encouraged heresy 
c Erasmus and the German humanists 

52 The Lutheran revolt, to 1525 

a Martin Luther, to the Diet of Worms, 1521 : his early life; 
the question of the indulgences and the posting of the theses, 
1517; the Leipzig disputation, 1519; the burning of the 
Papal bull and canon law, 1520 

b The Emperor Charles 5 and the Diet of Worms, 1521 ; elec- 
tion of the emperor; Luther before the diet; the Edict of 
Worms 

c Fanaticism and revolution in Germany 

53 Charles 5 and the Protestant revolt in Germany, 1526-55 

a Charles's rivalry with Francis i and his attitude toward the 

Protestants, 1526-46 
b Attacks of the Turks 
c The religious peace of Augsburg, 1555: the limited nature 

of its tolerance 

54 John Calvin and his work 

a Early history, character, and beliefs of John Calvin, to 1536 

b Calvin's activity in Geneva, 1536-64 

c Influence of Calvin and Geneva on Germany, France, Hol- 
land, Scotland, England and America 

d Calvin and Servetus ; religious intolerance general ; why 
heretics were put to death 

55 Rise of Protestantism in France, to 1572 

a Beginnings of a Protestant party : persecutions under 

Francis i, 1515-47 
b Increase and organization of the Protestants 
c Civil wars under Charles 9: Catherine de' Medici and the 

Guises ; Coligny ; how the Huguenots gradually gained 

privileges 
d The Massacre of St Bartholomew, 1572; attitude of Europe 

toward the massacre 

56 France under Henry 4 

a Henry of Navarre's struggle for the crown : battle of Ivry ; 

his abjuration 
b The Edict of Nantes, 1598 



1 



64 

c Henry 4 and Sully : reforms in finances and agricalture 
d Henry 4's death; his character 

57 The Catholic reformation and the Jesuits 

a The Jesuits: Loyola's character and training; organization, 

objects and methods' of the Society of Jesus; their work 
b The work of the Council of Trent, 1545-63 
c How the Catholic church was reformed in discipline and 
gained new power 

Library and notebook topics 

A Jesuit missionary efforts 

B The services of Jesuit missionaries in North America 

58 The revolt of the Netherlands, 1 568-1648 
a The Netherlands to 1556 
b Philip 2 and the outbreak of discontent : political, religious 

and economic causes of the revolt 
c The leadership of William the Silent ; his work 

Library and notebook topics 

A The siege of Leyden 

B Dutch life at the openinp: of the 17th century 

59 The Thirty Years War, 1618-48 

a The strife of parties in Germany 

b Gustavus Adolphus, the champion of German Protestantism: 
his death 

c Wallenstein : his influence, dismissal, return and assassina- 
tion 

d French aims and interference 

e The Peace of Westphalia: its terms and international import- 
ance 

/ Social and economic effects of the war on Germany 

XII The Reformation in England: the Tudors, 1485-1603 

60 The establishment of centralized monarchy 

a Henry 7 : condition of the country. Church, nobles and 
middle classes after the Wars of the Roses ; law against 
maintenance and livery ; the Court of the Star Chamber ; 
benevolences ; artillery ; avoidance of foreign wars 

b Henry 8 : the personal government of Henry 8 as seen in his 
treatment of his wives, his ministers and Parliament ; di- 
vorce of Katherine; Act of Supremacy; confiscation of the 
monasteries; creation of a "new nobility" 



65 

6 1 Extension of national power abroad 

a The Tudor peace policy : alliances and diplomacy of Henry 7 ; 
the caution of Elizabeth 

b The war with Spain: causes of the war; the Armada and its 
effect on national spirit ; defeat of the Armada ; Elizabethan 
seamen ; England's position at the close of the Tudor period 

62 The Church of England and the rise of Puritanism 

a Condition of the church at the opening of the period : wealth , 
judicial courts ; political power and influence 

b Rise O'f Protestantism : doctrines of Wyclif ; Luther's revolt ; 
attitude of Henry 8 toward Luther's teachings 

c The break with Rome : divorce of Katherine ; dissolution of 
the monasteries; translation of the Bible; Act of Supremacy; 
the church as left by Henry 8 

d The Protestant revolution under Edward 6 and his ministers 

e Catholic reaction : Mary's aims ; the Spanish Marriage ; re- 
union with Rome ; results of Mary's policy 

/ The moderation of Elizabeth : repeal of heresy laws ; the 
Thirty-nine Articles ; growth of Puritan ideas ; eft'ects of the 
Armada and the wars in the Netherlands on religious senti- 
ment I . i I 

63 Trade and colonies 

a Trade: decay of gilds and trade organizations; rise of the 
middle class ; debasement and restoration of coinage ; com- 
ing of artisans from the continent ; gain of Flemish trade ; 
laws protecting manufactures and regulating trade ; estab- 
lishment of navy 

b Colonial enterprise ; explorations of the Cabots, Drake and 
Raleigh; colonizing attempts of Gilbert and Raleigh; estab- 
lishment of trading companies 

64 Life in Tudor England 

a Social and economic changes : mode of living ; the house, 
city and country; inclosures ; increase of pauperism and its 
causes ; laws for relief of the poor ; introduction of firearms 

b Intellectual awakening: growth of the spirit of adventure 
and enterprise ; the New Learning, its nature ; Erasmus, 
More, Colet; establishment of new schools and colleges; the 
drama ; the theater ; Shakspere and Bacon 

Library and notebook topics 

A The revolt of the Netherlands 
B Why heretics were put to death 



C Spanish power in the i6th century 

D Achievements of Elizabethan seamen 

E The execution of Mary Queen of Scots 

F The gild and the modern trade union 

G The earliest attempts of the English to colonize America 

H A day at Elizabeth's court 

XIII The Puritan revolution and Royalist reaction in England, 
1603-88 

Beginnings of England's importance in European and colonial 

affairs 

In taking up this period it should be made clear here that up to the time 
of her political revolution England had been a follower rather than a leader 
of Europe. The defeat of the Spanish Armada, the growing importance of 
the colonies, the overthrow of absolutism and the coming of William of 
Orange all combined to put England in a position of first importance in 
Europe. 

65 Division ibetween kings and Parliament 

a Beginning of strife: change in national spirit ahout 1600; 
personality of James i ; divine right of kings ; rule of 
favorites 

b Increasing differences between Parliament and the Crown : 
characteristics of Charles i ; the Petition of Rights ; tonnage 
and poundage ; Laud's policy and religious strife ; the disso- 
lution of 1629 and the emigration of Puritans; monopolies; 
ship money and Hampden's resistance ; Wentworth's meas- 
ures; Laud and the outbreak in Scotland; the Short Parlia- 
ment 

c The Long Parliament: meeting of the Long Parliament; 
impeachment and execution of Strafford; measures limiting 
■the power of the king; division of Parliament on religious 
questions; intriguing of Charles for support; the Grand 
Remonstrance; attempt to seize the five members 

66 Civil war and the Commonwealth 

a The first civil war ; negotiations of the king 

b The second civil war: alliance of the king with the Scots; 

the Battle of Preston; Pride's Purge; trial and execution of 

the king 
c The Commonwealth: the Rump Parliament, conquest of 

Scotland and Ireland; Cromwell as Lord Protector; con- 
stitutional experiment; fall of the Commonwealth 



67 

6/ Restoration and revolution 

a Political conditions : character and policy of the king. Parlia- 
ment and taxation ; the royal dispensing power 

b Charles 2 and Louis 14: aims of the French king; war be- 
tween England and Holland; the secret Treaty of Dover; 
the Declaration of Indulgence; the Test Act; the Exclusion 
Bill ; Whigs and Tories 

c Overthrow of the Stuarts : national fear of a Catholic despot- 
ism; assertion of dispensing power by the king; Catholics in 
office; a standing army 

d William of Orange: position and character of William; the 
summons to England ; flight of James 2 ; Parliament and the 
succession 

e Results of the Revolution : Bill of Rights; Act of Toleration; 
Act of Settlement 

68 England and the continent 

a James i ; foreign policy of James i ; the Thirty Years War 
b Cromwell : Navigation Act ; war with Holland ; war with 

Spain; England's influence in Europe during Cromwell's 

protectorate 
c The restored Stuarts : wars between England and Holland ; 

secret alliance of Charles 2 and Louis 14; the designs of 

Louis 14 

69 Ireland 

Ireland reconquered: condition of Ireland in 1600; Went- 
worth; rebellion of 1641 ; conquest by Cromwell; the Crom- 
wellian settlement 

70 Commerce and colonies 

a Colonies in America: colonies founded in America during 
the Stuart period ; influence on the American colonies of the 
civil and religious dissensions of the mother country; the 
navigation laws; war with Spain, Jamaica; war with Hol- 
land, the New Netherlands 

b Commerce : trading posts in India ; some of the principal 
articles of commerce in the 17th century 

71 Religious intolerance and sectarianism 

An age of religious intolerance: religious parties of the 
period; laws to establish conformity; the King James ver- 
sion ; effects of the Gunpowder plot on the position of the 



68 

Catholics in England ; Laud and his policy ; attitude of 
Scotland toward the use of the prayer book; the church 
question in Parliament; religious settlement of the Restora- 
tion ; royal tolerance ; national intolerance ; religious condi- 
tions at the close of the period 

72 Life and literature 

a Life : manner of life, dress and amusements of Cavalier and 

Roundhead 
b Literature : establishment of the Royal Society of London 

and its significance ; King James version and its influence on 

the English language ; the first newspapers ; Milton ; Bun- 

yan; Newton; Harvey 

XIV Colonial England, 1497-1760 

73 Explorations and early settlements before Jamestown, 1497- 

1607 
a The Cabots and North America 
b Backwardness of England in getting a footing in America 

contrasted with the progressiveness of Spain and France 
c Why England was last in the field 
d English colonization contrasted with Spanish and French 

colonization as regards: objects; regions settled; reasons for 

success 
Map work 

Map, showing in different colors or by different markings, 
Spanish, French, Dutch, Swedish and English spheres of 
influence in America 

74 Virginia, a typical southern colony 

a New motives and methods of colonization in 17th century 
b Reasons for early failures in Virginia, 1607-19 
c Reasons for greater success, 1619-24, under leadership of 
Sandys and Southampton, and the party opposed to abso- 
lutism 
d Labor question: early troubles; indented white sei-vants and 

negro slaves 
e Development of representative government and spirit of 
independence, after annulling of charter, 1624. (i) Self- 
government during Puritan supremacy in England. (2) 
Bacon's RebelHon : causes, changes proposed, results. 



69 

(3) Quarrels between assemblies and governors; the sub- 
jects, the significance 
/ Government of Virginia, a typical royal colony 

Map zuork 

a Physical features 

b Counties, with dates, illustrating westward movement 

Library and notebook topics 

A John Smith as adventurer, governor and historian 
B Education, including William and Mary College. Governor Ber- 
keley's ideas 
C Political and economic effects of the cultivation of tobacco 
D Virginia life in i8th century 

75 Maryland, the Carolinas and Georgia 

a Government of Maryland, a typical proprietary colony 
b Development of representative government in Maryland 
c Religious toleration in Maryland, (i) Provision of charter 
and desire of Lord Baltimore. (2) The Toleration Act of 
1649 
d Carolinas and Georgia, the southern frontier colonies: inde- 
pendent spirit in the Carolinas ; frontier life of North Caro- 
lina; life in South Carolina; Georgia; its twofold object, 
its services, its characteristics 

76 Beginnings of colonization of New England. Character and 

aims of Puritans, Pilgrims and Plymouth colony 

a Origin and aims of English Puritans (before 1608) ; how 
the Separatists around Scrooby became Pilgrims ; why the 
Pilgrims left Holland; Mayflower Compact; landing and 
settHng at Plymouth; early government and life 
yy Early Massachusetts 

A typical New England colony, 1624-50. Objects (rehgious, 
political, economic.) Character of government and life 

a Causes and character of the Puritan exodus to Massachu- 
setts in 1630 {see 65 &) 

b Founding of Massachusetts : charter, how obtained, pro- 
visions; Cambridge agreement, transfer; settlement of Bos- 
ton and adjoining towns 

c Rise of representative government in Massachusetts, 1631- 

50 

d The threefold danger, 1634-36 

e Local government in Massachusetts, its origin and form, 
town meeting, and selectmen 



70 

/ Education, morals and religion in Massachusetts in 17th 
century 

78 New England, 1 636-1 760 

Typical development of American institutions 

a Founding of Providence and Rhode Island, Connecticut, 
New Hampshire and Maine 

b The New England Confederation, 1643 : articles, adminis- 
tration, services 

c Overthrow of the Massachusetts charter 

d The tyranny of Andros and the Revolution of 1689 

e Independent attitude of Massachusetts toward English gov- 
ernment, 1630— 1760 

/ Provincial New England, 1692-1760: contests with royal 
governors ; paper money ; commerce ; Harvard and Yale ; 
the " Great Awakening " ; literature 

g Colonial governments of New England 

h Social and economic conditions in New England in 1760 
(including education) 

Library and notebook topic 

The Toleration Act of 1649. Compare its provisions with the pro- 
visions in the Constitution of New York State and those in the 
Constitution of the United States relating to religious freedom. 

79 New York 

a Under the Dutch. (i) Political, religious and industrial 
ideas of the Dutch in Holland. (2) Holland and commer- 
cial enterprise ; voyages of Hudson and the founding of 
trading posts ; the fur trade and friendship with the Indians. 
(3) The West India Company and the patroons. (4) 
Growth of the colony and the demand for self-government. 
(5) The struggle for self-government: why the people did 
not oppose capitulation to the English 

b Under the English, (i) Meaning of the surrender (1664). 
(2) English neglect of schools. (3) Slow progress toward 
self-government: Governor Nichols and the Duke's Laws 
1665 ; the first assembly ; the Charter of Liberties, 1683 ; de- 
struction of the representative assembly; the Revolution of 
1688 and Leisler's rule ; representative government reestab- 
lished under WilHam and Mary. (4) The French and 
Indian Wars, 1688-1763. (5) Social, educational, religious 
and economic conditions, 1700-60 



Library and notebook topics 

A Old Dutch customs in New Netherland 

5 Reasons for greater success of England than of Holland as a 

colonizing nation 
C The Iroquois Confederacy 
D New York in the Intercolonial Wars 
E Indian trails and modern routes of transportation 
F French, German and Scotch settlements in New York 
G Strategic points in colonial New York 
H The Zenger trial 
/ The importance of Albany in colonial times 

80 Pennsylvania, '^A Quaker experiment in gavernment," New 

Jersey and Delaware 

a Colonial New Jersey : character of the people 

b The principles of the " Friends,'' or Quakers: political, moral, 
religious 

c Life and character of William Penn; the founding of Phila- 
delphia 

d The Quaker Constitution 

e The Quaker government, 1682-1756. (i) Religious and civil 
liberty. (2) Relations with the Indians. (3) Quaker atti- 
tude toward war. (4) Extent to which Quakers controlled 
the government. (5) Slavery 

/ Social and economic conditions in Pennsylvania, 1760 (or 
1765) 

Library and notebook topics 

A Quaker organizations and discipline 

B A comparison between the Quaker policy toward the Indians in 

Pennsylvania, 1682-1756, and the Puritan policy in New England 

in 1630-76 
C The Quakers' attitude toward slavery 

XV The ascendancy of France and the age of Louis 14 

81 Richelieu and the establishment of the absolute monarchy 

a Richelieu : rise to power ; character ; aims ; his relations with 

Louis 13 
b Richelieu and the Huguenots 
c Richelieu and the nobles : how he destroyed their power and 

strengthened the monarchy ; the intendants 
d Richelieu and the Thirty Years War 



72 

e Mazarin: causes of his unpopularity; revolt of the nobles 
and lawyers ; how he carried out Richelieu's work ; foreign 
policy : what is meant hy an " absolute monarchy " 

82 Louis 14 (1661-1715) and his court 

a Louis the man : early education and training ; character, 
abilities, deficiencies and aims 

h Louis 14 the king : idea of government and of a king's power ; 
what he expected of the nobles; new royal palaces; occupa- 
tions and amusements at Versailles 

c Art and literature in the age of Louis 14; effect of Louis's 
paternalism 

Library and notebook topics 

A Costumes in the age of Louis 14 

B Louis 14's morning reception and toilet 

83 The people; Colbert and 'his reforms 

a The people : their burdensome taxes ; corruption of officials 
b Colbert : his services to Mazarin ; how he tried to lighten the 
burdens of the people ; how he encouraged industries, com- 
merce, and colonization 
c Colbert and Louis 14 : differences in their aims 
d The revocation of the Edict of Nantes ; its effect on the 
prosperity and foreign relations of France 

84 Louis 14's wars 

a War against the Dutch, 1670-78 

b War of League of Augsburg, 1689-97 

c The War of the Spanish Succession, 1702-13: cause; forma- 
tion of the Grand Alliance ; Marlborough's campaigns in the 
Netherlands and on the Danube ; capture of Gibraltar ; Queen 
Anne's War in America; terms of the peace of Utrecht 

d France at the close of Louis 14's reign: condition of the 
French people at the close of the wars; how Louis 14's 
reign prepared the way for the French Revolution 



73 



MODERN HISTORY, PART II 



H 








"cS 












1 











"s'S 








■■s'a 




General 


survey of the field 








I 


Discoveries and colonization 








2 


The Church ; the Protestant revolt ; 


I 


. 4 


I Introduction to modern 




the Jesuits 


I 




history (the i8th, 19th 


3 


The manorial system 


\, 




and 20th centuries) 


4 


The gild 








5 


Feudalism 






6 


The absolutism of Louis 14 


i' 






> 

7 


England's preparation for the 


}■ 








struggle 


3 


II The balance of power in 


8 


The exhaustion of France 




Europe and struggle for ^ 


9 


Conflicts in Europe and in India 


I 




colonial supremacy 


TO 
II 


Conflicts between French and Eng- 
lish colonies in America 

Formation of the Russian empire, 
Peter the Great 


I 

I 


4 


III The rise of Russia and 


12 


Expansion of Russia in the i8th 






Prussia : the age of Fred- 




century 


I 




erick the Great 


13 


Beginnings of the Prussian state 








14 


Frederick the Great, 1740-86 


■ 2 






. 15 


Frederick the Great in peace 








16 


Abuses and evils of the Old Regime 








17 


Growth of revolutionary spirit be- 
fore 1789 


■ I 






18 


Louis 16 (1774-93) and attempts at 
reform 


I 






19 


The beginnings of the French Revo- 
lution and the destruction of the 
Old Regime 


I 


7 


IV French Revolution 


20 


The attempt to make a constitu- 






1789-95 


21 

22 

,23 


tion, 1789-91 
The failure of the constitution and 

the fall of the monarchy, 1791-92 
The first French republic and the 

war against Europe, 1792-93 
The Reign of Terror, 1793-94 


I 

I 

■ 2 






24 


France in 1795 


I 






25 


General Bonaparte in Italy and 
Egypt, 1796-99 


I 






26 


Bonaparte as consul, 1 799-1804 


I 


6 


V Napoleon Bonaparte 


27 


Napoleonic Empire, 1804 


I 




and the Napoleonic 


28 


Napoleon's catxipaigns from Auster- 






Wars 




litz to Tilsit, 1805-7 








29 


The national uprisings against Na- 
poleon 1808-12 


■ I 






30 


The downfall of Napoleon 


' 






31 


Napoleon's constructive work 


i' 


4 


VI The Congress of Vienna 


32 


The Congress, 181 4-1 5 


I 




and the policy of reac- 


33 


Greek War for Independence, 182 1- 






tion and repression 




29 and other movements in south- 
em Europe 


^ 






34 


The Paris Revolution of 1830 


I 



74: 



MODERN HISTORY, PART II {continued) 




VII The Industrial revo- 
lution and the economic 
development of Euro- 
pean countries 



VIII Reform movements 
in England and her pos- 
sessions 



IX Revolutionary move- 
ments of 1848 



X Wars for national unity 



XI France under the Sec- 
ond Empire and the 
Third Republic 

XII The Empire of Ger- 
many 

XIII Austria-Hungary 
since 1848 



XIV England since 1848 



XV The Russian empire \ 
in the 19th century 

XVI The Near Eastern 
Question 



35 The stationary state of industry 

from the decline of Roman civil- 
ization to the modern age 

36 Coal, steam, iron 

37 Beginnings of steam power 

38 Spinning and weaving machinery 

39 The cotton gin; Eli Whitney 

40 Improvements in transportation 

41 The factory system 

42 Industrial combinations 

43 A new power, electricity 

44 Banks, banking and credit 

45 Transformation of commerce 

46 The influence of the industrial revo- 

lution 

47 The Old Regime in England 

48 Parliamentary reform 

49 The Irish question 

50 Canada: the Rebellion of 1837 

5 1 Taxation and trade 

52 Industrial progress and reforms 

53 The preparations for revolution 

54 France 

55 Italy 

56 Germany 

57 Austria 

58 Summary of results 

59 The unification of Italy 

60 The unification of Germany 

61 The coup d'etat of President Napo 

leon and the Second Empire 

62 The Franco-Prussian War and the 

Third Republic 

63 The government of France today 

64 The ascendancy of Prussia 

65 The government of Germany of 

today 

66 The humiliation of Austria 

67 The government of Austria-Hun- 

gary of today 

68 Political and social reforms and in- 

dustrial decline 

69 The government 

70 The colonies and their government 

7 1 Literature 

72 Social conditions 

73 The development of Russia in the 

19th century 

74 The present government of Russia 

75 Turkey and the Eastern Question 

76 The Turkish Revolution of 1909 



( I 



7t) 



MODERN HISTORY, PART II (concluded) 



"rt 






Itf 










o S 






2i 


'o ^ 
" o 


General 


survey of the field 


Oh 






' 77 Review of early European explora- 








tions 








78 England's East India Company 


\[ 






79 The Australasian colonies 


{. 






80 France in Asia 


7 


XVII Europe in Asia 


81 Holland in Java 


/ 






82 Russia in northern Asia 








83 China and the European invasion 








84 Japan and the European invasion 








85 Contrast between the governments 








of Japan and China 








' 86 The Dark Continent 


}l 






87 The French in northern Africa 


5 


XVIII Europe in Africa 


88 The English in Africa 








89 Other European nations in Africa 








90 The general partition of Africa 








'91 European control; the gaining of 








independence 








92 Spain's colonies 


}' 


3 


XIX North and South 


93 Brazil 




America . 


94 Industrial advance of Latin Amer- 
ica and the relations of the United 








States to her southern neighbors 








'95 Alliances of European powers 








96 Armaments of Europe 




5 


XX Contemporary Europe 


97 Changing social conditions 








98 Governments 








99 Tj ansportation and communication 




10 




General summary and review 


10 



OUTLINE OF M0DERN2HIST0RY, PART II 

I Introduction to part 2, modern history, the i8th, igth and 20th 
centuries 

Reviezv 

1 Discoveries and colonization [sec Modern history, pt I, sec- 

tions 49, 50, 63, 70, 73-78, 83] 

2 The Churdi, the Protestant revolt ; the Jesuits [see Modern 

history, pt I, sections 53-59] 

3 The manorial system [see Modern historv, pt I, sections 37- 

38] 

4 The gilds [sec Modern history, pt I, sections 37-38] 

5 Feudalism [see Modern history, pt I, sections 19, 32] 

6 The absolutism of Louis 14, and his ambitions [see Modern 

history, pt I, sections 81-84] 



II The balance of power in Europe and struggle for colonial 
supremacy 

7 England's preparation for the struggle: the establishment of 

constitutional monarchy as the result of the Revolution of 
1688 

a Constitutional gains : Mutiny Act ; Toleration Act ; Bill of 
Rights ; Act of Settlement ; growth and organization of po- 
litical parties ; development of the Cabinet 

b Closer union with Scotland and Ireland 

(i) Acceptance of William and Mary by Scotch Presby- 
terians; the legislative union of 1707 
(2) The subjugation of Ireland: Battle of the Boyne; the 
Treaty of Limerick and how it was disregarded 

8 The exhaustion of France 

Financial stress caused by the wars and extravagance of Louis 
14; by the corruption under Louis 15 

9 Conflicts in Europe and in India 

a Rivalry of William 3 and Louis 14 : French support of the 

Stuarts ; league agains^t Louis ; La Hogue ; the war in 

America 
h The War of the Spanish Succession : the causes ; the allies : 

Marlborough and his companions; Gibraltar, Acadia, and 

Hudson Bay ; . Treaty of Utrecht 
c The War of the Austrian Succession : causes ; allies ; Treaty 

of Aix la Chapelle 
d War continued in the colonies 

( 1 ) The struggle in India ; Clive 

(2) In America, rivalry for the Ohio valley 

e The Seven Years War, 1755-63: causes; allies; Pitt's ad- 
ministration ; British successes ; Treaty of Paris 

10 The conflict between the French and English in the colomes 

in America 
a Political, social and economic development of the colonies, 

I 700-50 
( I ) Political development : taxation ; elections ; free speech ; 

defense of charters ; attempts at union, specially in 1690 

and 1754 

(2) Economic conditions: industries; artificial and natural 
.restrictions 

(3) Social development: population — immigration, expan- 
sion, increase; religion (specially "Great Awakening"); 
education ; literature ; newspapers 



7Y 

b Struggle between France and England for North America, 
I 689-1 765 

(i) French explorations and settlements in the St Lawrence 
and Mississippi valleys, 1604-1718: Port Royal in Acadia, 
1604; Champlain at Quebec, 1608; La Salle and the Mis- 
sissippi, 1682; settlement of Louisiana, 1699; New Or- 
leans, 1718 

(2) Contrast between French and English methods of col- 
onization in North America: political, religious, social, 
economic. The " Second Hundred Years War between 
England and France," 1689-1815: its world-wide import- 
ance; the chief events in America to 1748 

(3,) Strength and weakness of the French and of the Eng- 
lish in 1754. (a) In Europe: military resources; attitude 
of each of the mother countries toward its colonies. (&) 
In America : geographic conditions ; population ; military 
resources ; political, social, economic conditions 

(4) Expulsion of the French, 1754-63, the "French and In- 
dian War." (a) Theater of war; lines of invasion, (h) 
Causes and beginnings, (c) Early failures of the Eng- 
lish, 1754-57. {d) New plans and leaders, and conquest of 
Canada, 1757-60: Pitt; Wolfe; Quebec, {e) Terms of 
peace ; geographic and political results oi war to England, 
France, America, India 
Map work 

a Possessions of France, England and Spain in North 
America in 1756; English and Spanish possessions in 
North America in 1763 

h Theater of war : showing river valleys, lines of invasions, 
forts, battles 

Library and notebook topics 

A Were the English justified in: (i) the attempt to expel the 

Acadians; (2) the method used? 
B Outline of the political and economic development in New York 

State, 1700-50. Use, if available, the topics and subtopics in 

loa, so as to indicate what progress was made in these lines in 

the State. 
C An outline of the social and economic development of the pupil's 

own town : churches, schools, industries, factories etc. 
D Battle of the Plains of Abraham and capture of Quebec. 
E " The means, the character, and the spirit of the two combatants 

[in the French and Indian War], and why one succeeded where 

the other was defeated " 



78 

III The rise of Russia and Prussia. The age of Frederick the 
Great 

11 The formation of the Russian empire; Peter the Great 

a Russia before Peter the Great: the Slavic races and charac- 
teristics ; oriental influences on Russian character and de- 
velopment; Ivan the Terrible; social and political condition 
of Russia at the accession of Peter 

h Peter the Great, 1689-1725: struggle for the throne; travels, 
ambitions, and difficulties ; Peter's western friends ; his 
character 

c Internal reforms of Peter the Great : army ; navy ; dress and 
customs ; church ; the new capital 

12 The expansion of Russia in the 18th century 

a In the Baltic : importance of the Baltic sea ; its special value 
to Sweden, Denmark, Poland, Prussia, Russia; Charles 12 
of Sweden ; his character and ambitions ; his struggle with 
Peter the Great; battles of Narva and Poltava; Charles I2'3 
mad career and death ; decline of Sweden ; Russia's foothold 
on the Baltic; St Petersburg 

b In Turkey and on the Black sea: Peter's gain and loss of 
Azov; death of Peter the Great; his importance in Russian 
history; Catherine 2, i'/62-g6; her wars with Turkey and 
conquest of the north shore of the Black sea 

c In Poland : internal disorders and weakness of Poland ; 
Catherine 2's share in the three partitions of Poland, 1772, 

1793- 1795 
d In Siberia: early explorations and settlements 

Special map zvork 

Sketch map showing the gains in territoiy made by Russia 
in the i8th century 

13 The beginnings of the Prussian state, 1640-1740 

a The Hohenzollerns before 1640: how they acquired their 
three territories (Brandenburg, Prussia, Cleves) ; geographic 
position of these territories and its future significance; the 
task of the Hohenzollerns 

h Frederick William, the " Great Elector," 164(^88: character; 
gains of territory by Treaty of Westphalia; his position in 
his own lands and in Europe 

c How the Elector of Brandenburg acquired the title of '' King 
in Prussia," 1701 



79 

d Frederick William i, 1713-40: how he made Prussia a mili- 
tary state and a prosperous country ; his foreign policy ; the 
"tobacco parliament"; good and bad side of his character 

14 Frederick the Great, 1740-86 

a The youth of Frederick the Great 

h The War of the Austrian Succession, 1740-48: death of Em- 
peror Charles 6 and Frederick William i in 1740; the Prag- 
matic Sanction ; Maria Theresa and her difficulties ; Fred- 
erick the Great and his ambitions ; his invasion of Silesia ; 
interests of France and England; results of the war 

c The interval of peace : reforms in Prussia and Austria ; Maria 
Theresa's secret alliances and their purpose; Frederick's 
perilous position ; his change of policy and alliance with 
England 

d The Seven Years War, 1756-63: how Frederick defended 
Silesia ; his occupation of Saxony ; Frederick's critical posi- 
tion in the last years of the war ; change in Russia's policy ; 
effect of the war on the rivalry between Prussia and Austria 

e Frederick's later years : his share in the first partition of 
Poland; Frederick's character and death, 1786 

Special map zvork 

Sketch map showing the extent of Prussia's territory at the 
death of Frederick the Great 

15 Frederick the Great in time of peace 

a Personal appearance ; habits and popularity of " Father 
Fritz " 

h Frederick as musician, author and philosopher; life at Sans 
Souci ; Voltaire's visits and quarrels 

c Frederick's measures for the welfare of his people 

d Frederick a typical " enlightened despot " : his idea of a 
ruler's duty; comparison of Frederick with Joseph 2 and 
Catherine 2 ; the advantages and disadvantages of govern- 
ment by '' enlightened despots " 

e Frederick's place in history : his importance in Prussian and 
in German history; Frederick a national hero 

/ German literature in the age of Frederick the Great 

IV French Revolution, 1789-95 

16 Abuses and evils of the Old Regime 

a Inherent weaknesses of an absolute monarchy; incapacity, 
folly and indifference of Louis 15; reckless extravagance; 
lettres de cachet; general decline of France in the i8th 
century 



80 

h Survival of feudal abuses : lack of uniform laws and admin- 
istration; feudal privileges of nobility and higher clergy 
without corresponding duties ; absenteeism 

c Political and social evils: taxation; taille and gahclle; op- 
pression of government officials 

d Economic evils : lack of roads, of freedom of work, and of 
commerce ; poverty and hardships of the peasants and 
parish priests 

Library and notebook topics 

A Society and life in Paris before 1789 
B The army and its officers before 1789 
C Decline of respect and love of the people toward the king during 

reign of Louis 15 
D Origin and justification of the system of privilege 
E John Law and the Mississippi Bubble 

17 Growth of a revolutionary spirit before 1789 

a The Parlements of the i8th century: how they called atten- 
tion to the existing evils and proposed " fundamental laws " 

b Influence of the writers : Voltaire's attack on the church ; 
Rousseau's Social Contract; Montesquieu's Spirit of the 
Lazvs; the Encyclopedists ; the new school of economists 

c The effect of the American Revolution 

d How the people came to realize the evils of the Old Regime ; 
the desire for liberty, equality and fraternity 

Library and notebook topics 

A Influence of England on the growth of revolutionary ideas in 

France 
B Admiration of the French for Benjamin Franklin 
C Expulsion of the Jesuits from France 
D What people in England thought of revolution in France 

18 Louis 16 (1774-93) and attempts at reform 

a Louis i6's character; comparison with his grandfather; his 

marriage with Marie Antoinette 
b Turgot's ideas and reforms (1774-76) ; why his reforms 

were opposed by every class of society ; Turgot's dismissal 
c Attempted refoniis of Necker and Calonne ; the Assembly of 

Notables, 1787 
d Impossibility of financial reform ; growing demand for a 

meeting of the Estates-General 

19 The beginning of the Revolution and destruction of the Old 

Regime, 1789 



81 

a The Estates-General of 1789: Sieyes's pamphlet, public 
opinion, and the cahiers; meeting of the Estates-General at 
Versailles, May 5, 1789; how should it vote; the " National 
Assembly " and " Tennis Court Oath " (June 20) 

b Fall of the Bastile (July 14) : its real and legendary impor- 
tance 

c Decrees of Aug. 4; establishment of a national guard 

20 The attempt to make a constitution, 1789-91 

a The " Declaration of the Rights of Man," and the division of 
France into departments 

h Position of the king : the veto question ; scarcity of bread ; 
" To Versailles," Oct. 5 

c Financial measures — assignats and confiscation of church 
property ; civil constitution of the clergy and the " non- 
jurors"; emigration of the nobles 

d The flight to Varennes (June 20, 1791), and its conse- 
quences; unpopularity of Marie Antoinette 

21 The failure of the constitution and fall of the mooarchy, 

1791-92 

a The Legislative Assembly (Oct. i, 1791-Sept. 20, 1792) : 
hostility of Jacobin and Girondist parties ; decline of the 
assignats; opposition of the clergy; weakness of the king; 
continued emigration of nobles 

b Interference of Europe in the French Revolution : the 
Declaration of Pillnitz ; its efifect on feeling in France ; 
decree against the emigres; declaration of war against Aus- 
tria; decree of "the country in danger"; the ''Federates" 
of July 14, 1792, and the Marseillaise ; manifesto of the Duke 
of Brunswick 

c Insurrection of Aug. 10 and its results 

22 The first French republic and the war against Europe, 1792- 

93' 

a The advance of the invaders : feeling in Paris ; Marat and tke 

newspapers ; the September massacres ; the cannonade of 

Valmy, Sept. 20, 1792 
b Establishment of the Republic : meeting of the National 

Convention ; the three parties and the leaders ; the monarchy ; 

proclamation of the Republic and the " Year i " ; trial and 

execution of the king 
c The spread of the Revolution ; victories and conquests of the 

"volunteers of 1792"; how the revolutionary ideas spread 

into other countries ; how they were checked ; Dumouriez 



S2 

d The Committee of Public Safety and expulsion of the 
Girondists (June 2, 1793) 

Library and notebook topics 

A Cause of the September massacres 

B Trial and execution of Louis 16 

C Why the French people hated Marie Antoinette 

23 The Reign of Terror, 1793-94 

a Opposition to the Revolution : peasants in Brittany and 
La Vendee ; alliance with England ; Qiarlotte Corday 

b The guillotine and its victims 

c The Reign of Terror : the revolutionary calendar and wor- 
ship of Reason; the three factions of the Mountain (Robes- 
pierre, Hebert, Danton) ; character and rule of Robespierre; 
the festival of the Supreme Being 

d The fall of Robespierre, July 27, 1794: reaction after the 
Reign of Terror 

Library and notebook topics 

A Madame Roland • 

B Charlotte Corday 

C The revolutionary calendar 

V Napoleon Bonaparte and the Napoleonic Wars, 1795-1815 

24 France in 1795 

a France and Europe : successes of the French against Eng- 
lish, emigres, and Dutch (the " Batavian republic"); peace 
with Spain and Prussia, 1795 

b Beneficial progress achieved in France during six years of 
revolution 

c The Constitution of 1795 or the " Year 3 " : the " Directory " ; 
unpopularity of the Convention ; Bonaparte's " whiff of grape 
shot " 

d Napoleon Bonaparte's early life and opportunity : nationality; 
education ; boyish ambitions and occupations ; his part in the 
siege of Toulon ; marriage ; personal appearance and habits ; 
his opportunity in 1795 

25 General Bonaparte in Italy and Egypt, 1796-99 

a Bonaparte's first campaign in Italy, 1796-97: why Bonaparte 
was given the command ; how he encouraged his soldiers ; 
how the French army differed from the Austrian and Sar- 
dinian armies ; battles of Lodi and Areola ; siege of Mantua ; 



fi^ 



fate of Venice; Treaty of Campo Formic, 1797; the Cisalpine 
Republic ; Bonaparte's reception on his return to Paris 
b The Egyptian expedition : its purposes and the causes of its 
failure ; how it illustrates Bonaparte's character and plans 

Library and notebook topics 

A Bonaparte's treatment of the conquered Italians 
B Bonaparte's plans of conquest in the Orient 

26 Bonaparte as consul, 1799-1804 

a The coup d'etat of 1799 (i8th Brumaire) : what happened in 
France while Bonaparte was in Egypt; his reception in Paris 
on his return ; the coup d'etat; Constitution of the Consulate ; 
how the First Consul kept the real power in his own hands 

b Bonaparte's second campaign in Italy, 1800— i : battle of 
Marengo ; Moreau at Hohenlinden ; peace with Austria at 
Lunevihe (1801) and with England at Amiens (1802) 

c The interval of peace (1801-3) and reconstruction of French 
institutions : the Concordat ; decrees in favor of emigrant 
nobles ; renewal of old habits and society ; the Code Napoleon 
and its importance ; schools, scholars, and the Legion of 
Honor; Bonaparte's colonial projects; Louisiana 

Library and notebook topics 

A Bonaparte's reconstruclion of Germany 

B How the United States secured Louisiana 

C Bonaparte's idea of good society 

D The effect of Napoleon's continental system on the United States 

2y The Napoleonic Empire, 1804 

a Royalist plots against Bonaparte : the execution of the Due 

d'Enghien and its effect on Europe 
b Restoration of the Empire : Napoleon i the " successor of 

Charlemagne " ; how old Europe regarded the new emperor 
c Renewal of war : Malta ; occupation of Hanover ; coast 

blockade ; changes in the dependent kingdoms ; preparations 

for the invasion of England; Napoleon's weakness on the 

ocean; the battle of Trafalgar, 1805 
28 Napoleon's campaigns from Austerlitz to Tilsit, 1805-7 
a Campaign against Austria, 1805: capitulation of Ulm; 

battle of Austerlitz ; end of the Holy Roman Empire ; 

Francis 2, "Emperor of Austria"; the Confederation of the 

Rhine 
b Campaign against Prussia, 1806: battle of Jena 



84 

c Campaign against Russia, 1807: battle of Eylau ; terms of 

the Treaty of Tilsit 
d Napoleon's " continental system " : purpose ; difficulty in 

execution ; its effect on the European powers 

29 The national uprisings against Napoleon, 1808-12 

a The Spanish revolt, 1808-9: importance of Spain and Por- 
tugal to Napoleon's plans ; Joseph's troubles ; Napoleon in 
Spain; how the opposition to Napoleon in Spain differed 
from previous opposition 

b The Austrian revolt, 1809: Austria's hopes; battle of Wag- 
ram ; Austria's humiliation ; Napoleon's second marriage ; his 
annexations; position in Europe in 1810; elements of weak- 
ness in his empire 

c Napoleon's invasion of Russia, 1812: purpose, causes of 
failure ; its effect on Napoleon's power 

d The Prussian rising, 1813: social and military reforms in 
Prussia ; Frederick William 3's proclamations ; beginning of 
the " War of Liberation " 

Map zuork 

Sketch map of Europe showing Napoleon's Empire and de- 
pendent states in 1810 

30 The downfall of Napoleon 1813-15 

a Leipzig, 181 3: importance of this battle for Napoleon and 
for Europe 

b Elba, 1814: invasion of France by the allies; exhaustion of 
France ; desertions from Napoleon ; Napoleon's abdication ; 
the Congress of Vienna ; how Napoleon lived at Elba ; the 
first restoration; the charter of 1814; opposition to the Bour- 
bons 

c Waterloo, 181 5 : Napoleon's return and reception; the " Hun- 
dred Days " ; the army of Napoleon ; the "Acte Additionel " ; 
the battle of Waterloo, June 18, 1815; Napoleon's second 
abdication ; the treaties of Paris ; the second restoration 

d St Helena 181 5-21 : how Napoleon passed the days of his 
exile; his character; his place in history 

Library and notebook topics 

A How far was Napoleon favored by circumstances? 

B Napoleon's writings 

C What in his career did Napoleon regret? 

D Napoleon's hold on his soldiers 



85 

31 Napoleon's constructive work 
a The " Code Napoleon " 
b The destruction of feudalism as a political system in Italy 

and Germany 

71 The Congress of Vienna and the policy of reaction and 
repression 

32 The Congress of Vienna; not really a congress; Metternich's 
system of absolutism 

a Forces in the development of Europe in the 19th century: 
nationality; popular sovereignty and constitutional govern- 
ment ; equality ; personal liberty ; the press ; industrial and 
commercial progress ; colonial expansion ; European con- 
gresses 

b The Congress of Vienna, 1814-15: principle of legitimacy; 
the absolute monarchies ; territorial status of Europe ; the 
opposing parties; Talleyrand; territorial problems and their 
settlement ; constitutional arrangements ; failure of the con- 
gress to take account of the new forces in the 19th century 

c Metternich's system of absolutism, 1815-48: aims of Metter- 
nich and Czar Alexander ; the Holy Alliance ; struggles 
against absolutism in Spain, Germany and Italy; measures 
against the German students ; revolutions put down by in- 
tervention 

Map work 

Sketch map of Europe in 181 5 showing the territorial set- 
tlements of the Congress of Vienna 

Library and notebook topics 

A England's attitude toward the policy of Metternich 
B The origin of the Monroe Doctrine 

33 Greek war for Independence, 1821-29 
a Attitude of governments toward it 

b Popular sentiment in its favor 

In the 19th century the nations of Europe have come into closer contact 
with each other, and their history becomes more and more interwoven; this 
is partly the resuh of the introduction of railroads, steam vessels, and mag- 
netic telegraph, and the daily newspaper. 

34 The Paris Revolution of 1830 

a France after the restoration of the Bourbons: comparison 
of France in 1789 and in 1815; the Charter; Louis 18; 
Charles 10; reactionary measures; their nature 



S6 

h The July Revolution in Paris, 1830; revision of the charter; 
the opposing parties ; democracy and the press ; Louis 
Philippe " King of the French " ; his character and reign ; 
effect of the revolution on Belgium and Poland; the min- 
istry of Guizot; the formation of the Catholic and Socialist 
parties 

VII Industrial evolution and the economic development of 
European countries 

35 The stationary state of industry from the decline of Roman 
civilization to the modern age 

36 Coal, steam, iron ; their interdependence 

37 Beginnings of steam power; James Watt 

38 Spinning and weaving machinery 
a Hargreaves; Arkwright 

h Crompton; Cartwright 
• 3.9 The cotton gin — ■ Eli Whitney 

40 Improvements in transportation and communication 
a Improved roads and canals : 

Macadam ; Telford ; Brindley 
b The locomotive — George Stephenson 
c The steamboat — Robert Fulton 
d The telegraph and telephone — Morse ; Bell 
e The wireless message — Marconi 

41 The factory system 

a Change from the domestic system 
h The classes ; capitalists and laborers 

42 Industrial combinations 

a Trusts and combinations of capitalists 
b Labor unions 
' 43 The development of a new power — electricity 
a Its advantages over steam 
b Edison 

44 The growth of banks, banking and credit 

a Their influence on commerce and industry 
b Their relation to stock and produce exchanges 
c Financial crises — principal causes 

45 The transformation of commerce — nature and causes ; enor- 

mous increase in the exchange of products 

46 The influence of the industrial revolution in the various 

countries of Europe 
a Population — its increase and vigor 



S7 

h Redistribution of population — city and country 
c Society, the growth of class feeling 
d Demand for suffrage ; for legislation for laborers 

Library and notebook topics 

A-F The industrial revolution in England; in France; in Germany; 

in Italy ; in Russia ; in the minor countries of Europe 
G The effect of machinery on the organization of industry 
H The effect of machinery on the distribution of the population and 

the growth of cities : compare percentage changes in some two 

countries 
/ How the modern labor union differs from the medieval gild 
K Changes in housing, homes and home life due to the industrial 

revolution 
L The industrial revolution and women wage-earners 

VIII Reform movements in England and her possessions 

47 The Old Regime in England 

a Political reforms in England checked by the excesses of the 

French Revolution 
b The government in the hands of the few 
c Industrial troubles; condition of the laboring classes 
d The two great parties, Whig and Tory ; Catholic Emancipa- 
tion 

48 Parliamentary reform 

a The " rotten burroughs " : reforms demanded after the 

American Revolution; the contest of 1832; results 
b The Chartist demands and their treatment 

49 The Irish question 

a Troubles over the Union 
b The famine 1845-49 

50 Canada: political conditions there; the Rebellion of 1837 

51 Taxation and trade 

a The Corn Laws : conflicting views of Peel and Cobden ; re- 
peal of the Corn Laws 

b The Navigation Law : repeal of the Navigation Law ; Eng- 
lish imports and exports; effect of the free trade policy on 
the development of English trade 

c Methods of taxation 

52 Industrial progress 

a Canals ; roads ; railroads ; steamship lines ; cheap postage ; 

telegraph lines 
b Trade unions 
e Manufacturing centers 



88 . 

Map work 

Map showing the manufacturing and commercial cities of 
the British Isles 

Library and notebook topics 

A Parliament before the reform of 1S32 
B How the Reform Bill of 1832 was passed 
C The Chartist movement 

IX The revolutionary movements of 1848 

53 The preparations for revolution 

The aim: to accomplish the liberalism which Metternich had 
suppressed after 181 5 

54 France : the beginner of the movement 

a The February revolution in Paris 1848; dissatisfaction with 

Louis Philippe and the ministry of Guizot 
b The socialists and Louis Blanc; what the socialists wanted; 

what the people of France wanted 
c The provisional government ; universal suffrage 
d The Constituent Assembly 
e Louis Napoleon, his character and ambitions; reasons for 

his popularity; the Second Republic 

55 Italy 

a Italy, 1815-48: Italy a "geographical expression"; ef- 
fects of Napoleon's conquests and reforms; Austrian pos- 
sessions and influence in Italy 

b Struggles against Austrian absolutism, 1815-48: the Car- 
bonari; Mazzini; the revolution of 1848; Charles Albert and 
the Constitution; failure of the revolutionary war against 
Austria 

56 Germany : the struggle for liberty and unity in Germany 

1815-48 

a The German Confederation of 1815: its defects and weak- 
nesses ; Metternich's influence ; why Austria and Prussia 
were rivals ; Prussia's customs union {zollverein) and its 
importance 

b The revolutions of 1848: growth of liberalism since 1815; 
revolutionary meetings ; attempts at suppression ; the re- 
action ; effects of the Paris Revolution of 1848 on events in 
Prussia; the Constitution of 1850 in Prussia 

57 Austria, the state blocking unity in Germany and Italy 

a Various races in Austria-Hungary : their characteristics and 
ambitions ; the Pan Slavic movement 



89 

b Metternich's policy the dominant factor 1815-48 
c The revolutions of 1848: flight of Metternich; accession of 
Francis Joseph; revolts in Bohemia and Hungary; Hun- 
garian Constitution of 1848; suppression of revolts 

58 Summary : general results of the revolutionary movements of 

1848 
a Failure to attain the ends sought 
b Some gains for the liberal movement and in the struggle for 

nationality 

Map zi'ork 

Map of Austria-Hungary showing the races 

Library and notebook topics 

A The national workshops in Paris 

B Louis Blanc 

C The growth of the labor party in France and its overthrow 

D The part that students played in the German revolution of 1848 

E Carl Schurz, his life and services 

F The March revolution in Austria 

G Kossuth 

X Wars for national unity 

59 The unification of Italy 

a The Kingdom of Sardinia: a review of its history, its ex- 
tent and its government 

b Other "principalities in Italy 

c Union of Italy under Victor Emanuel 2 (1849-78) : position 
of Piedmont in Italy ; Cavour's aims and diplomatic achieve- 
ments ; the war of 1859 with Austria and its results; Gari- 
baldi's career and additions to the Kingdom of Italy; the 
Roman question; final union of Italy, 1870 

d The Papacy: how its power was afifected by the union of 
Italy; "'the prisoner of the Vatican"; Leo 13 and his policy 

e The Kingdom of Italy since 1870: parhamentary govern- 
ment; economic distress and emigration; colonial failures 

Library and notebook topics 

A Causes of economic distress in Italy (interview Italian immi- 
grants) 
B Garibaldi's career in America and in Italy 
C The present government of Italy 

Map work 

Sketch map of Italy in 1870, showing, with dates, the ad- 
ditions to Piedmont since 181 5 



90 

60 The unification of Germany 

a First attempts at German unity: the Frankfort ParHament 

and its failure; Prussia's humiliation and isolation 
h The foundation of the German Empire under Bismarck and 
William i (1858-88) 
(i) Preparation for conflict: reorganization of the Prus- 
sian military system; Bismarck's earlier career, his char- 
acter, policy of " blood and iron " ; his victory over the 
Prussian Parliament 

(2) Triumph of Prussia over Austria: the Schleswig-Hol- 
stein War with Denmark, 1864; the Austro-Prussian 
War of 1866; end of the German Confederation; the 
North German Confederation, 1867; Austria's position 
after 1867 

(3) The Franco-Prussian War, 1870-71: causes; German 
victories ; proclamation of the New German Empire ; " Em- 
peror William i " ; Alsace-Lorraine 

(4) Germany since the Franco-Prussian War: the Triple 
Alliance ; W^illiam 2 ; German colonial policy ; the power 
of the Social Democrats 

Library and notebook topics 

A March Revolution in Berlin, 184S 

B Comparison of French and German preparations before the war of 

1870 
C Bismarck as a statesman 
D The principles, leaders, and power of the Social Democrats in 

Germany 

XI France under the Second Empire and the Third Republic 

61 The coup d'etat of President Napoleon and the Second Em- 

pire 
a The Constitution of 1852 
b The proclamation of an empire 

(i) The autocratic empire 

(2) Attacks on it and the granting of liberal reforms 

(3) The liberal empire 

(4) The parliamentary empire 

(5) The plebiscite of 1870 

62 The Franco-Prussian War, 1870 and the Third Republic 
a The fall of the Empire 

b The National Assembly 
c The Commune 



91 

d The government of Thiers 

e Government by the conservatives or monarchists 
/ The Constitution of 1875 

g The i6th of May 1877 — formation of a reactionary min- 
istry by McMahon 
h The victory and the reforms of the RepubHcan party 
i Alsace Lorraine question : General Boulanger 
y Panama and the Dreyfus scandals 
k The separation of church and state 
/ Political parties 
m Colonial expansions ^ 
6t, Outline of the government of France of today 

Library and notebook topics 
A France and the Suez canal 
B France and the Panama canal 

XII The Empire of Germany, 187 1 — 

64 The ascendancy of Prussia 

a Proclamation of the Empire at Paris 

b Acceptance of the Empire by other German states 

c The position of Prussia and the other states 

d The Constitution 

e The political parties 

/ Struggle against the Catholic party; the Knltur Kampf 

(J Bismarck and the protectionist policy 

h Struggle against the socialists ; socialistic doctrines and their 

gains 
i William 2 : his character and influence 
i The Alsace Lorraine question 
k Colonial expansion 

65 The government of Germany of today 

Library and notebook topics 

A The Kiiltiir Kampf: an international problem 
B The Socialist parties in Germany 
C German colonial ventures 

XIII Austria-Hungary since 1848 

66 The humiliation and weakness of Austria 
a Results of the policy of ¥Ietternich 

b Francis Joseph : his character and influence 
c The Austro-Prussian War 1866: Sadowa 
d Establishment of the Dual Monarchy 1867: how brought 
about 



92 

e Austria-Hungary since 1867: acquisitions of territory; inter- 
ests in the Balkan peninsula; internal difficulties 
/ The church, education and the suffrage 
g Political parties : socialism 

67 The government of Austria-Hungary of today 

Library and notebook topics 

A Austria-Hungary: its physical strength; its political weakness 
B Discussion : the future of Austria-Hungary 

XIV England since 1848 

68 Political and social reforms and industrial decline 
a The government of Palmerston 

(i) The Crimean War 

(2) English attitude toward the Civil War in the United 
States 

(3) The Alabama Claims 

b The electoral reform of 1867 

c Reforms by Gladstone 

d The trade unions 

e The Irish famine of 1845-49: causes and results; emigration 

/ Reforms in Ireland; the Fenians 

g The ministry of Disraeli 

h The home rule question for Ireland 

i The electoral reform of 1884 

y The Unionist coalition against the Liberals 

k The coalition of the Home Rulers and the Liberals : Parnell 
and Gladstone 

/ The victory of the Liberals : the Land Acts for Ireland 

m Workingmen in politics 

n Democratic reforms : the ballot, the press and local govern- 
ment 

The Conservatives in power 

p The Liberals and socialistic legislation 

69 Government in England at. the present time 

a The Constitution : its nature ; how it may be changed 

b The voters 

c Parliament : the peerage ; the House of Lords and its com- 
position ; the House of Commons, how chosen and how dis- 
solved 

d Executive power: the place of the King in the government; 
the cabinet, how chosen ; powers and duties of the cabinet 

e The judiciary . 



93 

70 The colonies and their governments : Canada as an example 

a Review of Canadian history ; the Hudson's Bay Company ; 

the Rebellion of 1837 ; the Dominion ; the Constitution of 

1867 
b The great industrial development of the country 

71 Literature : leading English authors of the 19th century 

72 Social conditions 

a Agriculture: land tenure in England, Scotland and Ireland; 

decline of agricultural prosperity ; reasons for the decline 
b Labor: its present condition 
c Philanthropic reforms : relief of the poor ; tenement house 

reforms; social effects of the writings of Besant and other 

authors 
d Growth of cities : causes ; municipal ownership 
e Education : the Education Acts and their effects ; English 

schools and universities ; agitation against church control 
/ Growth of socialism ; old age pensions 

Library and notebook topics 

A Imprisonment for debt 

B Imperial Federation 

C Growth of religious toleration as seen in legislation towards 
Catholics and Jews 

D The life and influence of Victoria 

E The power of George 5 compared with that of some of his pre- 
decessors 

F The sufifragettes 1 

Map ivork 

Map of the world showing England and her colonial pos- 
sessions ■' 

XV The Russian empire in the 19th century 

73 The development of Russia in the 19th century 
Map work 

Russia at the opening of the 19th century 

a The races 

b Character of the country; agricultural conditions 

c Alexander i, 1801-25: early liberal policy; later reaction- 
ary policy 

d Nicholas i, 1825-55: his character and domestic policy; 
beginning of the Slavophil movement; the Polish revolt 
1830; attempts to stamp out liberalism; establishment of 



94 

the secret police ; the " Third Section " ; the effects of the 
Crimean War on Russia 

e The liberal movement since the Crimean War : Alexander 
2 ; condition of the serfs ; emancipation ; the effects not as 
thorough or as good as supposed ; the mir; state serfs ; 
other liberal reforms; Polish revolt of 1863; NihiHsts and 
their methods ; the policy of Russianization and its results ; 
the zemstvos; General Trepoff as a type of Russian official- 
dom; terrorism; the policy of keeping Russia "frozen"; 
the industrial revolution in Russia changes the population 
in character and abode ; the laboring classes in the cities ; 
rapid spread of revolutionary ideas 

/ Nicholas 2: attitude toward liberalism; the growth of 
radical parties; massacres of Jews; the War with Japan-, 
Van Plehve's assassination ; Red Sunday ; the Duma, first, 
second and third ; small results ; insecure state of the gov- 
ernment; the treatment of Finland 

g The expanion of Russia toward the Pacific : the Trans- 
Siberian Railroad 

74 The government of Russia today 

Library and notebook topics 

A The Siberian exile system 

B The censorship of the press in Russia 

C The story of some Jewish refugee 

D A day in a Russian mir 

E The present condition of Russian peasants 

F The industrial revolution in Russia and its effects 

XVI The Near Eastern Question 

75 Turkey and the Eastern Question 

a The Ottoman Turks : their conquest of Constantinople, 1453 ; 
extent of the Ottoman Empire in 1814; its government; the 
subject peoples ruled by the Turks; why this rule has been 
hated 

b The War of Greek Independence, 1821-29: the Kingdom of 
Greece and its subsequent history 

c The Crimean War, 1854-56 : Russia's ambitions ; '' The Sick 
Man of Europe " ; causes and results of the war 

d The Russian-Turkish War of 1877-78: revolts from Turkish 
rule ; the " Bulgarian atrocities " ; Russia's demands and at- 
tempt at enforcement; Congress of Berlin (1878) and its 
settlement of the Eastern Question 



95 

e Turkey and the Balkan states : their ambitions and troubles ; 
the Macedonian Question ; the Armenian Question ; poHcy of 
England and of Russia in the Near East 

Map work 

Sketch map showing the states of southeastern Europe at the 
present 
76 The Turkish Revolution of 1909 

a The party of reform: its composition and its policies 
h The deposition of Sultan Adbul Hamid 

c The present government of Turkey: its constitutional char- 
acter 

NOTE. Nearly all the topics in sections XVII-XX will best be treated by 
the library and notebook method; for they belong to the field of kaleido- 
scopic, present day history. The subject-matter by its very nature calls for 
large discrimination and selection by the teacher. 

All long-range examinations on these sections should consist of questions 
general in scope or should offer such variety of options that they will test 
the quality of the pupil's work rather than its extent. 

XVII Europe in Asia 

y^j Review of early exploration (Portuguese, French, Dutch, 
English) 
Reasons for England's attainment of supremacy 

78 England's East India Company 

a The government of India under the Company 

(i) The Sepoy Rebellion 

(2) The change in the government 
h The Indian Empire 

(i) Its acquisition and extent 

(2) Its government 

(3) England's policy 

(4) Burmah and Malacca 

c The protection of English interests in Asia 
(i) Competition with Russia 
(2) Preservation of Turkey 
(3,) The Afghan War 

79 The Australasian colonies 

a Why included in the general Asiatic sphere 
h New Zealand: its settlement; its government; its experi- 
ments in government 
c Australia : its various settlements ; its governments ; the con- 
federation 



96 

80 France in Cochin China and Cambodia 
a Tonkin 

b The government of French Asiatic possessions 

8 1 Holland in Java 

82 Russia in Asia 

a Extent of Russia's domain in Asia 

b The conquest of Siberia 

c Spread to the south : Ivan and Turkestan 

d Competition with England 

e Railroad building 

/ Russian influence in Turkey and Persia 

g The Anglo-Russian boundary 

83 China and the European invasion 

a The extent of China ; its government and its civilization 

b First contact with Europeans 

c Anglo-French expeditions 

d The Opium War 

e Missionaries and European influence 

/ The Boxer uprising 

g The open door policy 

h Recent tendencies to accept European ideas 

84 Japan and the European invasion 

a The size of Japan and its government 

b Commodore Perry and trade relations 

c Hostility to Europeans 

d The beginnings of a new policy 

e Acceptance of European ideas 

/ The China-Japan War 

g European annexations in China 

h The Russo-Japanese War 

i Japan as a world power 

y Japan in its relations to the Philippines and the United States 

85 Contrasts between the governments of China and Japan 

XVIII Europe in Africa 

86 The Dark Continent 
a Map of Africa, 1800 

b Reasons for the ignorance concerning Africa 
c The explorations of Livingstone and Stanley 

87 The French in northern Africa 

a Algeria: its acquisition and colonization 
b Tunis: Italy's hopes; the French seizure 



97 

c The questions of Tripoli and Morocco 

d The Algeciras Conference 

e Other African possessions of France 

/ French government of colonies and colonial policy 

88 The English in Africa 

a The Cape of Good Hope and South Africa 

b Discovery of gold and diamonds 

c The Boer War 

d Egypt under Turkish rule 

e The Suez canal 

/ England's interference in Egypt 

g England's assumption of a virtual protectorate of Egypt and 

then possession 
h War in the Soudan 
i The Cape to Cairo Railway 

89 Other European nations in Africa 

a Germany in Africa — east and west 
b Italy in Africa : Abyssinia ; the war 
c Belgium in Africa: the Congo Free State 

90 The general partition of Africa 
a Convention of Berlin 

b The present status of African occupation 

Map work 

Map of Africa at the present time 

XIX North and South America 

91 European control : the gaining of independence 

a The claiming and colonization of North and South America 

by Europeans prior to 1700 
b Throwing of the yoke of European control 

(i) The English colonies 1776-83 

(2) The Spanish colonies 1810-26 

(a) Argentina, 1806-20 

(b) ChiH, 1810-18; Central American provinces, 1820- 
21 ; Mexico, 1820-21 ; Peru, 1820-26 

(3) The Portuguese colony, Brazil, 1802-22 

(4) Canada, the only colony in North or South America, 
controlled by Europeans; its virtual independence 

92 Spain's colonies 

a Character of the population 

b Causes of the wars of independence: the decline of Spain; 
the Carlists; the influence of Napoleon 



98 

c Bolivar the liberator 

d The creation of republics 

e The protection afforded by England's attitude toward the 
Holy Alliance and by the Monroe Doctrine 

/ The history of the chief republics: Mexico a type (i) 48 
revolutions and 250 ministries. (2) President Diaz, a 
benevo'lent dictator 

g Governments of the republics : the constitutions of the first 
French republic and of the United States used as models 

Ji Civil wars in the repubhcs : (i) General causes. (2) Lack 
of political ideals and traditions. (3) Character of the 
masses of the people. (4) Political parties in each repub- 
lic; Liberals and Conservatives; Centralists and Federalists 

Map lifork 

Map of South and Central America about 1800 
93, Brazil: a refuge of Portuguese royalty; a republic 1889 
94 The industrial advance of Latin America and the relations 

of the United States to her southern neighbors 
a The struggle between Germany, France, England and the 

United States for commercial supremacy 
b The Panama canal 
c The Bureau of American Republics : the United States as 

a leader — a nonpolitical institution to promote industry 

and commerce 
d The Argentine Republic : its agricultural and commercial 

importance 
e Brazil : its great extent and natural wealth 
/ The United States, a dominating factor in Central America : 

interference in Venzuela, Panama and Nicaraugua 
Map zvork 

Map showing the states and the commercial products of 
each, in South America, Central America and Mexico 

Library and notebook topics 
A Bolivar 

B The Archduke Maximilian in Mexico 
C The quarrel between the United States and Chili 
D Charts showing nature and increasing values of exports and im- 
ports between the United States and South America 

Map ziiork 

Map showing railway and steamship connections between 
the United States and Mexico 



99 

XX Contemporary Europe 

95 Alliances of European powers 

a The triple alliance : Germany, Austria, Italy 

b The dual alliance: France and Russia 

c England's splendid isolation : the Anglo-Japanese Treaty 

96 The armaments of Europe 

a Armies: the Prussian ideal; the armies of Germany, Aus- 
tria, Italy, France, Russia, England and Japan ; modern im- 
provements in destructive warfare 

b Navies : the English ideal ; the navies of other European 
countries ; improvements in naval warfare 

c Influences making for peace 

(i) The destructiveness of modern warfare 

(2) Arbitration: the Hague Tribunal 

(3) The economic burdens imposed by standing armies and 
navies 

(4) The influence of commercial and industrial interests 

97 Changing social conditions 
a Humanitarian progress 

(i) Change in feeling towards suffering from political and 
industrial oppression 

(2) England as a leader 

(3) Abolition of slavery 

(4) Abolition of serfdom 

(5) Changes in penal legislation 

(6) The scientific study of crime : Lombroso 

(7) Legislation for bettering the condition of the poor 

(8) The state as an agent for charity 
b Education 

(i) Gradual assumption by the state of the burden of edu- 
cating the people 

(2) The condition of education in the countries of Europe: 
England, France, Germany 

(3) Educating the workers : evening schools ; trade schools ; 
schooils of agriculture and forestry 

c Religion 

(i) The survival of state-supported churches in European 
countries 

(2) The growth of tolerance and religious liberty 

(3) The suppression of state churches in France and Italy 

(4) Conditions in Spain 



100 

d Socialism 

(i) The many interpretations of the v/ord 

(2) Growth of socialism due to the fact that political free- 
dom did not change the economic conditions of the 
masses 

(3) Robert Owen in England 

(4) Saint Simon and Fourier 

(5) Louis Blanc and Proudhon; Karl Marx and the Inter- 
national 

(6) Intelligent socialism demands the gradual assumption 
by the state of the means of production 

(7) Its influence on legislation as seen in factory laws, old 
age pensions, life insurance 

98 Governments 

a The decline of absolute monarchy 

b Participation of the people 

c England as a model 

d Representation of the people a basic principle 

e The backwardness of the judicial systems of the Continent 

as compared with the English system 
/ Extreme democracy (Switzerland a type) ; the privilege of 

voting ; universal suffrage ; its relation to education 

99 Transportation and communication 

a Their importance to the relations between states 
h The steam and electric locomotive ; the ocean liner ; the air- 
ship 
c The telegraph, telephone, cable and wireless telegram: their 

services social and commercial 
d The newspaper: its value as a maker of public opinion 
e The postal system ; its development in some European coun- 
tries 
/ Increase in the variety of occupations caused by improve- 
ments in transportation and communication 

American; HISTORY 

The scientific investigations of distinguished foreign scholars like 
DeTocqueville, Von Hoist and Bryce have been followed by the 
creation of a new school of American historians whose work has 
been to show that the American Constitution was not " struck off at 
a given time by the brain and purpose of man," but that the history 
of America, like that of every other country, has been an outgrowth 



101 

from previous conditions — that America has never occupied an 
isolated position, but that it has been influenced throughout its de- 
velopment by other nations and that it has in its turn influenced 
them ; that vv^e can not understand present conditions in our own 
country without studying how these conditions have come to be; 
that patriotism no longer means adhesion to the statement, " My 
country, right or wrong, My country," but a united effort on the 
part of all its citizens to make the country right. 

This new point of view of the historian has been reflected in the 
textbook written for the schools. This no longer presents in flam- 
boyant style the traditional spectacular events that collectively 
have been called " the history of the United States," but it treats 
the history of the country as a natural development. It is no 
longer a heterogeneous collection of miscellaneous facts chrono- 
logically arranged — but it is an orderly presentation of related 
events. It is not based on rumor, traditions, theories and pre- 
viously conceived ideas, but on careful investigation of the authori- 
ties used. It does not assume that " advanced work in history con- 
sists in reading larger books and more of them," but it adapts both 
matter and method to the capacities of those who^ are to use it. 
The textbook for the elementary and grammar grades presents the 
picturesque and imaginative side of history in order that the child 
may have a vivid picture of the conspicuous events of the past. 
The textbook for the secondary school places emphasis on under- 
lying causes and on the development of great movements in order 
that the young citizen may appreciate how large is his heritage from 
the past, how great his obligation to the future. 

The new teacher of American history is both a cause and a result 
of the new textbook. He appreciates the importance of treating 
American history as a continuous development from European his- 
tory — not as a disconnected series oi special creations. He under- 
stands that all society is organic in character and that therefore 
history can not be taught as a description of. inorganic matter. He 
knows that the essential in teaching the American Constitution is 
to teach its underlying principles as they were developed from 
political conditions, not to teach isolated, unrelated facts. He 
does not " put the cart before the horse," to use the homely phrase, 
and attempt to teach civics as a disconnected subject made up of 
abstractions and constantly fluctuating facts, but he teaches it as 
an outgrowth of the political conditions of the country. He 
realizes that it is far more important to know why every state in 
the Union has its own Constitution and how the functions of the 



102 

state government resemble or differ from those of the federal 
government than it is to learn by heart the names of the state 
officers and the amount of salary attached to each office. He com- 
prehends that in material as well as in spiritual affairs " the things 
that are seen are temporal, but the things that are unseen are 
eternal," and he teaches not the boundaries of various assembly 
and senatorial districts, but what v^ere the historical conditions 
that gave rise to a representative legislative body and w^hy that 
body was composed of two houses. He uses the newspaper, not as 
a purveyor of transient gossip, but as an intelligent aid in the inter- 
pretation of the past by the present. He welcomes pictures in his 
work, not that of Sir Francis Drake discovering the Pacific, but that 
of the New England town with its meetinghouse and its school- 
house ; not the picture of the battle scene that might be labeled any 
one of a hundred conflicts, but the plan of a Southern plantation 
showing the relative location of its numerous buildings; not the 
photograph of the reigning poHtical boss, but the seal of the federal 
government and what it signifies. He utilizes outline maps, not to 
locate the counties in a state, but to show the territories explored 
by different nationalities and the routes taken by the pioneers in 
their westward march. He uses a hundred tools in his work where 
his unskilled predecessor used but one, and the resulting product 
is not a crude caricature of the past but a faithful, scientific and ar- 
tistic delineation of the development of America from Europe. 

The teacher of today who teaches American history appreciates 
Professor Maitland's apostrophe of the map of England — "that 
most wonderful of all palimpsests ! " He sees in the map of 
America another most wonderful palimpsest whereon have been 
written the hopes and aspirations and discouragements, the failures 
and successes of Spaniard and Frenchman, Swede and Hollander 
and Englishman, of monk and friar, of fur trader and lumberman, 
of frontiersman and immigrant, of political refugee and religious 
enthusiast. How indeed, he may say, can he know the real America 
unless he knows it in its European home? How can he train those 
who may be called on to legislate for the Italians in their American 
home unless they have been taught the failures and successes of that 
great uprising for independence and unity that culminated in the 
establishment of the kingdom of Italy — how understand the Ger- 
man of the Northwest without a knowledge of the idealism in poli- 
tics, art, literature, and music that found expression in the revolu- 
tionary uprising of '48 and sent the flower of German youth to our 
shores — how deal in wisdom and patience with the Hungarians 



103 

coming to us unless we realize the passionate aspirations for political 
liberty of the Hungarians in Europe — how assimilate the nearly 
one millon foreigners who come annually to our shores unless we 
know why they left their native land as well as why they have come 
to us? 

If then the new American history strikes its roots deep down into 
European soil it is because the hight and the strength of the tree 
demands it and because its very life depends on it. 

The 'accompanying outhnes of study proposed for the syllabuses 
in American history and civics have been prepared in accordance 
with the following recommendations and considerations: 

1 That of the full time given to American history and civics, 
three fifths be devoted to history and twc fifths to civics. Cor- 
responding emphasis will be given to these subjects in the examina- 
tions. 

2 That the work down to 1783 be given as a review summary 
and that in this review the syllabus be closely followed. 

3 That the main emphasis in the teaching of American history 
be placed on the development of the country under independent 
government — 1783 — to the present time. 

4 That American history from 1783 be taught by periods as fol- 
lows : (a) 1783-1829; (b) 1829-65; (c) 1865 to the present. 

5 That under each of these periods five lines of development be 
presented; viz, political, territorial, commercial, industrial, social; 
and that in teaching American history, while it may be impossible to 
cover the entire syllabus, a fair balance be preserved between the 
five fields named. 

Lists of required readings to be varied from year to year will be 
furnished on a separate sheet. One or more questions based on 
these required readings will be included in each examination. Ques- 
tions calling for minute details will not be asked. 

While history and civics will generally be taught in different 
recitation periods, it is highly important that the relations between 
them be made clear as the study of each proceeds and a definite 
number of recitations, probably not less than 10 per cent, be set 
aside for topical reviews in which the growth of government as well 
as its past and present manifestations may be revealed. 

NOTE. Regarding the use of selected readings, library and notebook topics 
and notebooks, the teacher should consult the general introduction to the 
history syllabus. 



104 



"3 






"cS 








+-• ,r. 


o g 






s 


■^ m 






*'.!2 


M-i fj 






M-l '0 


o *-■ 

ft 


General 


survey of the field 






] 


BEGINNINGS 
1492— 1760 




lO 


I 


I The land: its resources and inhab- 


I 




The period of discovery 


itants 






and colonization, 1492- ■ 


2 The period of colonization and dis- 


9 




1760 


covery 






THE FORMATIVE PERIOD OF THE NATION 








1760-1829 








3 Important developments in the 


3 






colonies down to 1775 








4 The underlying causes of the Ameri- 


I 


8 


II 


can Revolution, specially the 






The period of the Revolu- 
tion, 1760-83 


economic causes 






5 Surface or precipitating causes of 


I 






the Revolution 








6 Chief events and result of the Revo- 
lution 


3 








6 


III 

The critical period. 1783- < 


7 The Articles of Confederation 


2 




89 


8 The Constitution 


4 






9 The Federalist supremacy 


4 


12 


IV 


10 Supremacy of the Jeffersonian Re- 


5 




Political development 


publicans, 1 801-17 






1789-1829 


II Political reorganization and tri- 
umph of national democracy 


3 


10 


V 


' 12 Growth of the nation in states and 


2 




Social, economic and in- 


territory 






dustrial development < 


13 The development of commerce 


3 




1760-1829 


14 Industrial progress 


3 






15 Social conditions 


2 




THE TESTING PERIOD OF TH 


E union; a conflict of social and 






POLITICAL IDEALS ", MARKED 


MATERIAL AND INTELLECTUAL PROGRESS 
1829-1865 








' 16 National democracy — •" The Jack- 


4 






sonian Epoch " 1829-41 




i6 


VI 


17 Twenty years of political conflict 


4 




Political history, 1829-65 • 


over the extension of slavery to 
the triumph of the Republican 
party, i860 








18 Secession and Civil War 


8 






■ 19 Territorial growth 


2 


10 


VII 


20 Commercial development 


3 




General progress, 1829-65 


2 1 Industrial growth 


3 






22 Social progress 


2 



° o 



CD 



105 



General survey of the field 



RECONSTRUCTION AND REUNION RECUPERATION AND EXPANSION 

i86s- 
23 Reconstruction: political problems. 



VIII 

Political history, 1865- 



4 



16 



national and sectional 

24 Principal lines of development in 4 
domestic politics, 1871 to the 
present 

25 Foreign relations; expansion, 1865 
to the present 

f 26 Territorial expansion 3 

IX I 27 American commerce 4 

General progress, 1865- ] 28 Industrial growth 4 

[29 Social progress 5 



OUTLINE 

BEGINNINGS 
1492-1760 

I The period of discovery and colonization 

I Introductory : the land, its resources and native peoples 
a Physical features 

(i) A map of North America with the chief physical fea- 
tures 
(2) A study of the physical features of the United States 
with reference to (a) drainage; (b) climate; (c) accessi- 
bility for exploration and settlement 
b Resources of the United States 

(i) Soil — agricultural advantages of different sections 
(2) Metals, minerals and other material resources 
c Commercial advantages 

(i) General location of the United States with reference to 
other countries 

(2) Lakes and rivers available as an aid to foreign com- 
merce 

(3) Seacoast and harbors 
d The American Indians 

(i) Regions occupied by the leading nations or tribes 

(2) Characteristics and civilization of the principal tribes 

(3) Trails of travel and trade 

(4) The native tribes as helps and as hindrances to coloni- 
zation 



106 

2 Review of the period of discovery and colonization 1492-1760 

[see syllabus of Modern history touching the large points in 
sections 50, 53, 57-60, 6^, 65, 66, 67-^, and taking up with 
greater detail sections 75-82] 
Map work 

Map showing the possessions of the English, the French and 
the Spanish by the Treaty of Paris 1763 

THE FORMATIVE PERIOD OF THE NATION 
1760-1829 

II The period of the Revolution, 1760-83 

Brief review of lines of development in the colonies down 
to 1775 which had an important bearing on the subsequent 
history of the country 

3 Important developments in the colonies down to 1775 

a Political: (i) Distinction between royal, proprietary and 
charter government with examples of each. (2) Views of 
the colonists as to their " rights as Englishmen." (3) De- 
velopment of representative government with definite ex- 
amples from Virginia, Massachusetts and New York. (4) 
Views of the colonists on the matter of a " personal union " 
and a " legislative union " with England and the results. 

(5) How the English and American ideas of represen- 
tation and voting grew apart from the time of the first 
legislative assembly in Virginia, 161 9, to the Revolution. 

(6) Growth of political union; New England confederation 
of 1643; Albany Congress 1754; Stamp Act Congress 1765; 
colonial committees of correspondence 1772; First Conti- 
nental Congress 1774 

h Commercial: brief review of conditions and growth of 
colonial commerce down to 1700; rapid expansion of com- 
merce in the first half of the i8th century, due in part to the 
period of peace following the Treaty of Utrecht 1713 ; ex- 
ports and imports ; the slave trade ; pirates ; effects of Eng- 
land's restrictions on colonial commerce ; nonimportation 
agreements and resolutions by merchants, colonists and 
Congress as a means of defense 1765-75 
c Industrial and economic ; principal colonial industries 

(i) Occupations in the northern colonies compared with 
those of the southern. (2) Number and distribution of 
slaves in 1760. (3) Restrictions on industries. (4) 
England's purpose in attempting to limit the colonists to 



107 

agricultural pursuits and the results. (5) Effect of cheap 

land on wages and labor 
d Social, (i) Effect of colonial occupations on the develop- 
ment of social ideas ; e. g. why did the people of New Eng- 
land grow more democratic during the colonial period and 
the people of the South more aristocratic? (2) Religious 
views of the early colonists, particularly in New England and 
their effect upon the social life of the people — the "blue 
laws." (3) The growth of religious toleration and religious 
freedom; Roger Williams and the separation of church and 
state. (4) Statement of educational conditions in 1760 

4 The underlying causes of the American Revolution, specially 
the economic causes (a summary) 

5 Surface or precipitating causes of the Revolution 

6 Chief events and results of the war 

(Map showing the three fields of operation in the war — New 
England, Middle States, the South — with location and dates 
of the most important battles) 
a The war before the Declaration of Independence — the New 
England campaign 
(i) A struggle for the " rights of Englishmen " rather than 
for independence 

(2) Lexington and Concord — their results 

(3) The evacuation of Boston and its results, including the 
relation of the battle of Bunker Hill and the capture of 
Crown Point and Ticonderoga to this event 

b Growth toward independence — 1775-76 

(i) Refusal by George 3 of the "Olive Branch" Petition 

(2) The formation of state governments 

(3) The establishment of a national organization 

(4) The arguments of Thomas Paine 

(5) The employment of " foreign mercenaries " 

f The Declaration of Independence — its history and leading 

principles 
d The campaign in the Middle States 

(i) The condition of the American cause in 1776 

(2) Washington's brilliant exploits in New York and New 
Jersey 

(3) The two purposes of the English in the campaign of 
1777; the results 



108 

e The campaign in the South 

(i) Reasons why the Enghsh transferred the war to the 

South 
(2) Reason for CornwalHs's occupying Yorktown and Wash- 
ington's strategy in efifecting his capture 
/ The terms of the Treaty of Paris 1783, with map showing 
results 

Library and notebook topics 

A Estimate of the services of the navy and the privateers, with con- 
spicuous examples 
B The aid of the French and its great importance 
C Conspicuous examples of lack of patriotism in the war 
D An estimate of the services of the great leaders of the Revolu- 
tionary period, particularly Patrick Henry, James Otis, Samuel 
Adams, John Dickinson, George Washington and Benjamin 
Franklin 

III The critical period, 1783-89 

7 The Articles of Confederation 

a Preliminary study — the first period of independent govern- 
ment — July 4, 1776, to the adoption of the Articles of 
Confederation 
(i) Character, organization and duration of the Second 

Continental Congress 
(2) Sovereign powers exercised by the Second Continental 
Congress 
b The second period of independent government — the Articles 
of Confederation, 1783-89 
(i) Brief account of the formation and adoption 

(2) Main features of the framework of government 

(3) Leading defects of the articles as shown particularly 
in (a) the attempts to amend; (b) dealings with the army; 
(c) raising revenue; (d) foreign relations; ((?)troubles 
in the states e. g. boundary disputes ; trade discrimination ; 
paper money craze 

(4) Progress under the articles, (a) The cession to the 
national government of lands claimed by the states. (Il- 
lustrate by map) (b) The Ordinance of 1787 — its prin- 
cipal provisions and importance, (c) Social and political 
progress as shown particularly by slave emancipation by 
different states, by growth toward religious freedom ; in 
liberalizing the franchise; in modifying the laws of in- 
heritance 



109 

(5) Great importance of the Articles of Confederation 

8 The Constitution 

(The third period of independent government, 1789 — ) 
a Preliminary study 

(i) Purposes and results of the convention at Alexandria, 

1785 
(2) The convention at Annapolis, 1786 — purposes, results 

h The Federal Convention, 1787 

( 1 ) Method of calling the convention 

(2) Qiaracter and ability of the delegates 

(3) Authority vested in the convention and how such au- 
thority was exceeded 

(4) Difficulties facing the convention which made it neces- 
sary to " lay the foundations of the Constitution in com- 
promise " 

(5) The three great compromises of the Constitution 

(6) The six objects set forth in the preamble with historical 
reasons for each 

(7) The value of Madison's notes 
c Ratification of the Constitution 

(i) Method of ratification by the states 

(2) Seriousness of the crisis — Sept. 28, 1787 to June 21, 
1788 — Federalists and AntifederaHsts — leading argu- 
ments of each 

(3) The struggle in New York over ratification 
d The sources of the Constitution 

e Estimate of the services of the men most influential in the 
framing and ratifying of the Constitution — particularly 
Washington, Franklin, Madison, Hamilton, James, Wilson, 
Gouverneur Morris 

IV Political development, 1 789-1 829 

9 The Federalist supremacy, 1 789-1 800 
a Preliminary study 

(i) The beginning of political parties in the Federal Con- 
vention and in the contest in the states over the ratification 
of the Constitution 
(2) The ratification of the Constitution and the election of 
Washington bring the Federalists into control. 
h The organization of the government under Washington 
c " Strict constructionist " and " loose constructionist " views 
of the Constitution; the attitude of the Federalists 



110 

d Financial policies of the Federalists; Hamilton's plans and 
influence 
(i) The foreign debt 

(2) The " domestic debt " 

(3) The assumption of state debts and the location of the 
national capital 

(4) The first excise tax; the whiskey rebellion 

(5) Establishment of the first United States bank 

(6) First tariff laws — the principles of protection and free 
trade 

e Foreign relations 

(i) With Great Britain: questions left unsettled by the 
Treaty of 1783; Jay's Treaty, events preceding, provisions, 
results — 1793-95 

(2) With France: the neutrality proclamation of 1793, 
Genet ; effect of Jay's treaty on the attitude of France ; 
John Adams and the X Y Z affair; treaty with France, 
1800 

(3) With Spain: navigation of the Mississippi, Treaty of 

1795 
/ The rise of the Republican party 

(i) Origin, its leaders and their views 
(2) The Virginia and Kentucky Resolutions; the "compact 
theory " of the Constitution 
g The fall of the Federalists; causes 

(i) Failure to understand the nature of democratic govern- 
ment — e. g. Hamilton's opinion of the people 

(2) Alien and Sedition Laws — provisions, results 

(3) Increased taxes and other causes 

h The election of Jefferson ' 

10 Supremacy of the Jeffersonian Republicans, 1 801-17 
a Significance of the political revolution of 1800 
b Jefferson's inaugural 
c Foreign relations 

(i) The Barbary wars 

(2) The Louisiana Purchase, 1803 ] 

(3) The conflict between Great Britain and Napoleon leads 
to attacks on American trade. Napoleon's decrees and 
Great Britain's Orders in Council 

(4) The impressment controversy 

(5) Embargo and Nonintercourse Acts — purposes, results 



Ill 

(6) Madison and the Erskine Treaty 

(7) Macon's Bill No. 2 

(8) The War of 1812 

(a) Review summary of the causes of the war 

(b) The plans and outcome of the war on the land 

(c) The services of the navy and the privateers 

(d) The Treaty of Ghent, 1814 

(c) Justify the name applied to this conflict — "The sec- 
ond war for independence " 
(/) The Hartford Convention 
d Financial policies of the Republicans 
(i) The national debt, 1801 

(2) Jefferson's and Gallatin's policy of retrenchment; re- 
sults ; the national debt in 1810 

(3) The national debt at the close of the War of 181 2 

(4) The national bank rechartered in 1816 

(5) The tariff of 1816 as a revenue and a protective 
measure 

Library and notebook topics 

A Constitutional development under the Federalists ; e. g. organiza- 
tion and work of the judiciary; the American Bill of Rights; the 
Eleventh Amendment ; beginnings of centralization 

B Washington's Parewell Address 

C Troubles with the Indians 

D Jefferson and the Civil Service 

E The Judiciary; repeal of the Judiciary Act; first cases of im- 
peachment 

F The Twelfth Amendment, 1804 

G The Burr-Hamilton duel ; Burr's conspiracy and trial 

II Political reorganization and the triumph of national democ- 
racy, 1817-29 

a Monroe a Republican ; his qualifications for the presidency : 

Contrast his political views with those of Jefferson 
b Growth of a spirit and a policy of nationalism 

(i) Demand for public improvements; the United States 
bank; tariff laws of 1824 and 1828 — attitude of the 
North, West, South 

(2) Influence of the rapidly growing West 

(3) Nationalizing influence of the Supreme Court's de- 
cisions 



112 

c Foreign relations 

(i) Commercial relations with Great Britain and the Treaty 
of 1818 

(2) Spain cedes Florida to the United States by the Treaty 
of 1819 

(3) The Monroe Doctrine: foreign relations leading to its 
enunciation ; its authorship, principles, importance 

d Slavery assumes political importance 

(i) The relation of the cotton gin to the Missouri Com- 
promise 
(2) The Missouri Compromises 
e Political reorganization 

(i) Monroe's second election — the decline of parties and 
the " era of good feeling " 

(2) The election of J. Q. Adams — political effects; reor- 
ganization of parties during this administration 

(3) The election of Jackson; his character and his fitness 
for the presidency 

V Social, economic and industrial development, 1760-1829 

12 Growth of the nation in states and territory 
a The United States as a colonizing nation 

b States admitted during this period 

(i) Origin and character of the inhabitants 

(2) Natural resources of these states as an index of their 
future history and influence 

(3) Balance between slave and free states 
c Territory acquired 

(1) Louisiana, 1803 

(2) Basin of the Red river of the North, 1818 

(3) Florida, 1819 

d Territory explored : purpose, results 
(i) Captain Robert Gray, 1792 

(2) Lewis and Clark, 1804 

(3) Lieutenant Zebuloii Pike, 1805 

e Map showing (i) 13 original states; (2) states admitted, 
1789-1829; (3) territory held in 1829 

13 The development of commerce, 1789-1829 

a Preliminary study — the purposes of commerce; obstacles 
to the development of commerce 






113 

b Internal trade : 

(i) Condition of roads; effects on freight traffic, 1789-1800 

(2) The use of waterways in early trade 

(3) The importance of the country store 

(4) Sniallness O'f interstate trade; the coasting trade 

(5) Improvement of wagon roads, 1800-30: the turnpike 
era 

(6) Beginning and progress of steamboat transportation 

(7) Beginning of the canal system; the Erie canal 

(8) The first railroad 
c Foreign trade 

(i) Conditions of American trade with Europe, 1789 

(2) Conditions of trade with the West Indies 

(3) Chart showing principal exports, cjuantities and values, 
1789 

(4) Study of the conditions at home and abroad that caused 
marked fluctuations in our foreign trade as follows : 1790- 
1800, rapid growth; 1801-3, decline; 1804-7, marked in- 
crease; 1808-14, rapid decline; 1815-30, slow but steady 
growth 

(5) Brief history of the merchant marine, 1789-1829 

14 Industrial progress, 1 789-1 829 

a Condition and development of the chief industries, 17891- 
1808 
(i) Agriculture, its relative importance 

(2) Fisheries 

(3) Shipping and ship building 

(4) Manufactures: beginning of the protective policy, 1789; 
the birth of the factory system, 1789; Hamilton's report 
on manufactures, 1791 ; articles manufactured in the homes 

h Industrial readjustment following Jefferson's embargo, non- 
intercourse, and the War of 1812; the industrial revolution 

c Inventions and their results upon the industries of this period 
(i) Spinning and weaving machines — how introduced into 
the United States 

(2) The cotton gin 

(3) The steamboat 

d Relative importance of the various industries, 1829 

15 Social conditions 

a The population in 1829 



114 

(i) Number and distribution as compared with the popula- 
tion of 1783; ratio of urban to rural population; principal 
cities 

(2) Immigration, 1800-29 

(3) Influence of slavery in limiting population 
b Intellectual development 

(i) Extension of political rights 

(2) Spread of the common school system; the first high 
schools ; government aid to schools 

(3) The colleges; increased interest in higher education 

(4) Literature; early American writings — largely political, 
why? Beginnings of an American literature 

c The home life of the people : customs, manners, amusements. 
The common use of intoxicating liquors and early efforts at 
reform 
d The condition of labor 

(i) The ratio of free to slave laborers in the South and in 

the North, 1829 
(2) The condition of laborers: apprentice system; employ- 
ment; beginnings of dift'erences between employer and 
employed ; wages ; beginnings of labor organizations, their 
purpose and influence, 1800-29 
e Religion : marked changes in religious ideas ; liberalizing ten- 
dencies 

THE TESTING PERIOD OF THE UNION; A CONFLICT OF SOCIAL AND POLITICAL 
IDEALS — MARKED MATERIAL AND INTELLECTUAL PROGRESS, 1829-65 

VI Political history of the period, 1829-65 

16 National democracy — the* " Jacksonian Epoch," 1829-41 
a The significance of Jackson's election; his theory of national 

and state existence compared with that of Jefferson 
b The introduction of the " Spoils System " 

(i) Change in political methods; the politicians and the 

" Spoils of Victory " 
(2) The Spoils System in practice 
c Jackson's victory over " Nullification " 

(1) Preliminary study: meaning of the theory of state sov- 
ereignty or states' rights ; the Virginia and Kentucky Reso- 
lutions, 1798-99; the Hartford Convention, 1814; Georgia 
successfully defies the federal government, 1825-27; the 
Tariff of 1828 and Calhoun's " Exposition " 



115 

(2) Webster's reply to Hayne 

(3,) Nullification — South Carolina declares the tariff acts 
of 1828 and 1832 null and void 

(4) Jackson's characteristic action ; the Force Bill 

(5) The Compromise Tariff of 1833 

d The overthrow of the United States Bank 

(i) Preliminary study; origin and purpose of the first United 
States Bank; the Second Bank, 1816 

(2) Jackson's attack on the bank; causes of his hostility; 
removal of deposits ; " pet banks " ; results 
e Other financial measures of this period ; distribution of the 

surplus ; the '' Specie Circular " 
/ The financial panic of 1837 : Van Buren's wisdom in dealing 

with the situation ; establishment of the independent treas- 
ury system 
g Political aspects of the slavery question ; slavery petitions in 

Congress, 1836-37; " Gag Resolutions "; attitude of Calhoun 

and of J. Q. Adams 
17 Twenty years of political conflict over the extension of slavery 

— from the close of the " Jacksonian Epoch " to the triumph 

O'f the new Republican, party, i860 
a The Whig ascendency, 1841-45 

(i) Character of the election of 1840 

(2) Tyler's opposition to Whig policies 

(3) The South's desire for more territory; economic and 
political reasons 

(4) The election of 1844; the annexation of Texas as a 
slave state 

b The Mexican War, 1846-48 
(i) The causes 

(2) Summary of results of the campaigns of Generals Tay- 
lor, Scott, Fremont, Kearny 

(3) Terms of the Treaty of Guadalupe-Hidalgo, 1848 
c Slavery in the territories, 1846-60 

(i) The Wilmot Proviso — "The turning point in the his- 
tory of slavery " 

(2) The Oregon Treaty, 1846, and its relation to the exten- 
sion of slavery 

(3) Political confusion in the election of 1848; position of 
the various parties on the slavery question 

(4) Taylor's policy with reference to the admission of Cali- 
fornia 



116 

(5) The Compromise of 1850 and its results, particularly 
with reference to fugitive slaves and the Missouri Com- 
promise 

(6) The election of 1852 — reason for the success of the 
Democrats 

(7) The Kansas-Nebraska Bill and the struggle for Kansas; 
" papular sovereignty," 1854-61 

(8) Election of 1856; organization of the new Republican 
party 

(9) The Dred Scott Decision, 1857 

(10) The Lincoln-Douglas debate, 1858 
(ti) John Brown's raid, 1859 

(12) Political influence of Uncle Tom's Cabin and The Im- 
pending Crisis 

(13) The influence of the Abolitionists in shaping the polit- 
ical history of this period 

(14) The election of i860 

d Important financial measures under Polk : the reenactment 
of the Independent Treasury Act; the Walker tariff of 1846 

Library and notebook topic 

The services of Daniel Webster to the cause of the Union 

18 Secession and Civil War 
a Preliminary study ; secession 

(i) The aggressive attitude of the southern leaders in i860 
— end of the period of compromise 

(2) Mistaken ideas of the southern leaders ; the underlying 
causes of secession 

(3) Threats of secession before Lincoln's election [see under 
IV, IOC, (8) /; VI, i6c] 

(4) Attempts at compromise after the election: Buchanan's 
suggestions ; the Crittenden Compro;mise 

(5) Secessio'n of South Carolina and six other states before 
Lincoln's inauguration ; Northern apathy 

(6) Summary of the grievances and arguments of 
(a) the Secessionists; (5) the Unionists 

b Civil War, 1861-65 

(i) A study of Lincoln — his history, character, and his 

qualifications for the task before him 
(2) Lincoln's policy — his views as to secession and as to 

his own duty 



117 

(3) Preliminaries of the Great Struggle: Lincoln's selection 
of his advisers ; the activity of the South ; the fall of Fort 
Sumter and Lincoln's first call for volunteers; effects on 
the North and on the South; final disposition of the 
" border states " ; formation of the confederate govern- 
ment 

(4) Map showing the seceded states ; the loyal states 

(5) Comparison O'f the resources in men and other mean< 
of warfare of the North and of the South 

(6) Map showing the topography of the theater of war 
Leading events of the Civil War; a brief summary by years or 

by campaigns 
(i) 1861 : Assembling of troops for the defense of Wash- 
ington; organization of the army of the Potomac; the 
battle of Bull Run ; the Trent affair 

(2) 1862 (West): Opening the upper Mississippi — Forts 
Henry and Donelson, Shiloh ; opening the lower Mississippi 

New Orleans; eastern Tennessee — to isolate the Guilf 

states. (East): The Peninsular Campaign; Antietam, 
Fredericksburg 

(3) 1863 (East) : Chancellorsville, Gettysburg (West) : 
Vicksburg; eastern Tennessee — Chickamauga; Chatta- 
nooga 

(4) 1864 (East): Grant's campaign against Richmond; 
Sheridan in the Shenandoah valley (West) : Sherman's 
march from Chattanooga to Atlanta, from " Atlanta to the 
Sea"; Thomas's campaign against Hood, its importance 

(5) 1865: Grant and Lee: Appomattox 

(6) 1861-65: The blockade and the work of the navy 

Library and notebook topics 

A Northern opposition to the war 

B Financial measures by which Coniress carried on the war 

C The attitude of European nations, particularly England and France 

D Lincoln's position on the slavery question ; his " paramount ob- 
ject"; the Emancipation Proclamation 

E Conditions incident to war: enliitment; bounties; prison life; 
camps; railroad and telegraph; Sanitary and Christian Com- 
missions ; services of the student's own town or city 

F The cost of the war in health. Hie and treasure 

G Grant and Lee; a comparison 

H Campaign for the control of the Memphis and Charleston Rail- 
road as a study of a strategic campaign 

/ Growth and service of newspapers 



118 

VII General progress, 1829-65 

19 Territorial growth 

a States admitted 1829-65, as showing the development of 

different sections 
b Territory acquired and boundaries settled 1829-65 ; the 

North-east boundary by the Webster-Ashburton Treaty, 

1842; Texas; Oregon and the mortbwest boundary; the 

Mexican Cession ; the Gadsden Purchase 
c Map to illustrate a and b above 

20 Commercial develoipmient, 1829-65 
a Internal commerce 

(i) Improvements in transportation 

(a) Railroads: extension east of Allegheny mountains; 
west of Allegheny mountains 1850-60; contrast with 
conditions in the South 

(b) River transportation : increase in number and efficiency 
of steamboats ; growth of internal trade due to this cause 

(c) Extension of the canal system, especially west of the 
Allegheny mountains 

(d) Effects of improved transportation on freight rates 
b Foreign commerce 

(i) The prosperity of the American merchant marine during 
this period 

(2) Influence of the discovery of gold in California 

(3) Great importance of cotton in the foreign trade; justify 
the statement of a southern senator — " Cotton is king " 

(4) Chart, showing chief exports and imports in i860, with 
their comparative values 

21 Industrial growth, 1829-65 

a Preliminary study : fortunate combination of causes result- 
ing in the marked industrial progress, 1829^0; e. g. im- 
migration and the rapid settlement of the western domain ; 
opportunities afforded by western prairies ; wages in the east ; 
■improvements in transportation; large increase in foreign 
commerce ; discovery of gold in California, its influence on 
prices 
b Inventions aiding industrial development : sewing machine ; 
reaper and harvester ; electric telegraph ; improved locomo- 
tives, etc. 



119 

c Agriculture : development of scientific agriculture in the 
North ; improved methods and increased production ; estab- 
lishment of the Bureau of Agriculture, 1862 

d Manufactures : iron, cotton goods, farming implements, etc. 

e Mining: location and development of mines; production of 
metals and minerals 

/ Industrial backwardness of the South 
22 Social progress, 1829-65 

a Intellectual life 

(i) Tibe development of the public schoo'l system; normal 
schools; free high schools; the education of girls 

(2) Increase in the number and equipment of colleges; 
founding of state universities ; beginning of coeducation 
in colleges 

(3) The development of American literature; noted writers 
of this period 

(4) Influence of the lecture platform and the press 

b Religious activities : multiplication of churches and sects ; 

spread of the missionary spirit 
c Communistic settlements ; e. g. Robert Owen ; Brook Farm ; 

the Mormons; causes of the usual failure of communistic 

enterprises 
d Social and moral betterment ; e. g. the temperance movement ; 

prison reform; hospitals 
e Lack of mental activity among the masses in the South 

Library and notebook topics 

A Horace Mann's services to education 

B Structure of southern society 

C The effect of tariff laws, especially the Walker tariff, on the in- 
dustries of this period 

D Economic results of the Civil War: (0) in the North; {h) in 
the South 

RECONSTRUCTION AND REUNION — RECUPERATION AND EXPANSION, 1865 TO 

THE PRESENT 

VIII Political history, 1865 to the present 

22, Reconstruction : political problems, national and sectional 
a Constitutional status of the seceded states ; a statement of 

the problems of reconstruction 
b Statement of the principles and policies of reconstruction 

as advocated by (i) Lincoln (2) Johnson (3) Congress 
c The actual process of reconstruction, 1865-71 ; how accomp- 



120 

lished; conflic- between President Johnson and Congress; 
the 13th, 14th and 15th amendments and their relation to 
reconstruction 
d Political conditions in the South : ( i ) the f reedmen and the 
ballot; (2) severe laws against the f reedmen ; (3) the "car- 
pet bag " government ; Ku Klux ; (4) the Force Bills 

24 Principal lines of develoipment in domestic politics, 1871 to 

the present 
a Civil service reform 

(i) Evils resulting from the "Spoils System" inaugurated 

by Jackson 
(2) Progress in reforming the civil service, particularly 
under Grant, Arthur, Cleveland and Rcoseveli 
h Financial measures and policies 

(i) The national debt at the close of the Civil War and at 
the present time 

(2) Reduction of internal revenues following the war 

(3) The tariff as a political issue; general tendencies of 
tariff legislation 

(4) The election of 1896 on the issue of a gold or a silver 
standard 

(5) Annual income and expenditures of the federal govern- 
ment 

c Politics in the South 

( 1 ) Effect of the race question in politics 

(2) Revising state constitutions so as to restrict the franchise 
d Federal centralization 

( 1 ) Preliminary study — the development of great corpo- 
rations ; influence of the Civil War on the development of 
great corporations 

(2) Extension of federal authority to regulate trusts and 
corporations ; the Interstate Commerce Commission ; the 
Sherman Antitrust Law ; railway rate laws in the states 

25 Foreign relations; expansion, 1865 to the present 
a The purchase of Alaska, 1867 

. b The application of the Monroe Doctrine in Mexico, 1866 
c The Alabama Claims and the Treaty of Washington, 1871 ; 

the Geneva Arbitration 
d The Pan American Congress 

e Cleveland and the Venezuela question ; arbitration 
/ Treaty with England 



121 

g The annexation of Hawaii 

h The Spanish-American War: (i) causes; (2j summary of 

results on land and on sea; (3) provisions of the treaty of 

peace 
i Increase of American influence in the Orient; interference 

in China, Secretary Hay's demand for the " open door " ; 

the Oriental question on the Pacific coast 
y The Panama canal 

Library and notebook topics 

/i Minor political parties of the United States: issues for which they 

have stood ; their influence 
B History and causes of financial panics 
C The Hayes-Tilden contest 
D Effects of the protective policy on American industries — some 

typical case like tin plate or cotton textiles 

IX General progress, 1865 to the present 

26 Territorial expansion 

a Increase in the settled area; states admitted, 1865 to the 
present 

b World map with reference to the United States, showing (i) 
the states; (2) the organized territories; (3) principal fed- 
eral land reservations; (4) foreign territories and depend- 
encies 

27 American commerce, 1865 to the present 
a Internal commerce 

(i) Railroads: increase in mileage; traniscontinental lines; 
improvements in operation ; reduction in rates ; importance 
of railroads in recent national development 

(2) Rivers, lakes and canals: relative decline in canal and 
river transportation; importance of the Great Lakes and 
St Mary's canal 

(3) The application of electricity to transportation 

(4) Accessibility of home markets for home products; the 
exchange of home products througihout the United States 

b Foreign commerce 

( 1 ) Exports 

(a) Increase in the value of exports, 1 870-1 900 

(b) Leading articles exported 

(2) Imports: principal articles imported; comparison of 
values of exports and imports — "balance of trade" 

(3) America's leading markets abroad 



122 

(4) Leading American ports ; relative importance of the 
Atlantic ports, Gulf ports, Pacific ports 

(5) The merchant marine 

(a) Comparison of American shipping, 1 860-1 900 

(b) Causes of decline; the Civil War and other causes 

(c) Present position of the merchant marine 

28 Industrial growth, 1865 to the present 
a Agriculture 

(i) Increase of area under cultivation since the Civil War; 
results of the Homestead Act and other laws in opening 
up the national domain for agriculture 

(2) Comparison of methods used and products produced in 
the three sections. North, South, West 

(3) Organization in the interest of farmers; the Granger 
movement 

b Mining and manufacturing 

(i) Development of the mining industry; relation of mining 
to manufacturing 

(2) Rapid development of manufacturing, particularly in the 
iron and steel industries 
c The " new industrial era " : the effect on production of the 

concentration of capital in great enterprises — examples and 

illustrations 
d The conflict between labor and capital : strikes, lockouts etc. ; 

labor unions in their relation to industrial progress 
e The industrial transformation of the South 

(i) Industrial conditions at the close of the war 

(2) The labor problem 

(3) The process of recuperation; present conditions under 
free labor compared with antebellum conditions 

29 Social progress, 1865 to the present 

a Growth in population ; immigration, changes in the character 

of immigration ; ratio of urban to rural population 
b Intellectual progress 

(i) Continued expanion oi the public school system; begin- 
nings of industrial education; rapid growth of the high 
schools ; compulsory education 
(2) Higher education: increase in colleges arid universities; 
notable bequests to higher education and educational agen- 
cies ; the advance in science ; growth in industrial and 
technical education 



123 

(3) Multiplication of public libraries 

(4) Development of public press and current magazines; 
their enterprise and influence 

(5) Progress of American literature 
c Social betterment 

(i) Progress of the temperance reform since the Civil War 

(2) Reforms in the administration of charities 

(3) Reforms in the management of penal institutions 

(4) Social settlement work and social centers 

(5) The progress of scientific sanitation and the crusade 
against contagious diseases 

(6) American laborers: wages; standard of living; influence 
of labor unions; influence of immigration 

d Wealth and poverty : increase in great fortunes during this 
period; amount of the nation's wealth owned by (i) the 
rich; (2) the well to do; (3) the poor; social conditions 
resulting and their influence upon the welfare of the nation 

e Religious conditions : widening activities of the churches dur- 
ing this period ; home missions and Sunday school work as 
an aid in assimilating America's foreign population ; influence 
of Christian teaching upon the moral standards of the nation 
— examples and illustrations 

General review summary 

a Brief summary of the colonial period, 1492-1783, 

b Connected review of each of the five fields outlined in this 

syllabus, 1783 to the present: (i) political; (2) territorial; (3) 

commercial; (4) industrial; (5) social 

Library and notebook topics 

A Noted' American women 

B American inventions and inventors 

C Agriculture in America : its promoters 

D Some noted philanthropy 

E Organizers of industry 

F American artists 

REQUIRED READINGS FOR HISTORY CLASSES 
1911-12 and 1912-13 

The defects of that method of history teaching which is con- 
fined to the textbook, the recitation and examination have been 



124 

evident for many years. The revision committee has convincing 
proof, obtained from hundreds of high school graduates, that 
this narrow method of history teaching not only does not give 
the culture that may reasonably be expected from the study of 
the subject, but fails to m^ake the information gained of much 
practical value. The pupil who leaves the high school, un- 
trained in the use of maps, of reference books, of library and of 
notebook and without some taste, however small, for historic 
literature, has substantially failed in history no matter how well 
he may be prepared for examinations. 

To secure a minimum amount of historic reading the follow- 
ing lists have been made. In general only selections recom- 
mended by competent teachers have been listed. Historic fiction 
has been largely excluded, not because it is least valuable, but 
because there is no consensus of opinion in regard to its proper 
use. 

These lists, however, are tentative and will be revised at the 
end of two years to accord with the favor and the criticisms 
that they meet. Every history teacher therefore is earnestly in- 
vited to test the value of these readings, to note whether each 
reading arouses interest and questionings, whether the short 
selections in a given book induce a larger amount of reading 
than is required. 

The revision committee also seeks advice in regard to the 
proper number of reading's to be assigned for each year and 
whether long or short selections are preferable. 

It should be clearly understood that no questions calling for 
minute details will be asked in examinations on these readings. 
Readings are to be used as readings, not as textbook lessons. In 
the first year of history study in the high school, pupils may 
need much instruction in regard to the use of the readings; but 
later they should be able to connect each reading with the his- 
tory studied as to one or more important points. If they are 
not able to do this without assistance from the teacher, it may 
fairly be inferred that the selection is, in some way, unsuitable. 

Communications in regard to these readings should be ad- 
dressed to the Second Assistant Commissioner of Education, 
Albany, N. Y. 



125 

Required readings in ancient history 

1911-12 

Questions will be set on the literature assigned rather than 
on the topic. Questions calling for minute details will not be 
asked. 

I Ulysses among the Phaeacians 

Bryant. Translation of Homer's Odyssey. bks. VI, VII. 
Students ed. Houghton $1 

or 
Riverside Lit. Ser. Houghton, paper 15c 

or 
Butcher & Lang. Prose Translation of Homer's Odyssey, 
bks VI, VII. Macmillan, paper 25c; cloth 80c 

2 Marathon and Thermopylae 

Fling. A Source Book of Greek History, p. 99-117. Heath $1 

or 
Marathon 
Creary's Fifteen Decisive Battles. Harper $1 

3 Public life of tlie Greek citizen 
Mahaffy. Old Greek Life. (History Primer) p. 62-80. Amer. 
Bk Co. 35c 

or 
Tucker. Life in Ancient Athens, ch. X, XIII, XIV. Mac- 
millan $1.25 

4 Alexander at Opis and Susa 

Wheeler. Alexander the Great, p. 473-85- Putnam $1.50 

or 
The life of Alexander 
White. Plutarch for Boys and Girls. Putnam $1.75 

or 
Plutarch. Alexander the Great. (Riverside Lit. Ser.) Hough- 
ton 15c 

5 The Roii'an character and daily life 

Wilkins. Roman Antiquities. (History Primer) p. 5-15, 
32-49. Amer. Bk Co. 35c 

or 

Roman life and society 

Munro. Source Book of Roman History, p. 193-216. Heath $1 



126 

6 Children and education 
Johnston. Private Life of the Romans, p. 67-86. Scott, Fores- 
man $1.50 

or 
Botsford. Story of Rome. p. 136-57. Macmillan 90c 

or 
Church. Roman Life in the Days of Cicero. Macmillan 50c 

7 Julius Caesar 

White. Plutarch for Boys and Girls 

or 
Munro. Source Book of Roman History, p. 131-37 

or 
Botsford. Story of Rome. p. 199-218 

8 Tiberius Gracchus 
Beesly. The Gracchi, Marius and Sulla, ch. 2. Scribner $1 ; 
Longmans $1 

or 
Botsford. Story of Rome. p. 159-66 

Required readings in ancient history 
1912-13 

1 The Isle of the Cyclops 

Bryant or Butcher & Lang. Translation of Homer's Odyssey, 
bk IX 

2 llie Empire of Persia 
Wheeler. Alexander the Great, p. 190-200 

or 
Church. Stories from Herodotus. (Eng. Classics Ser.) Mer- 
rill 25c; Dodd & Mead $1.25 

3 The Greek and his property 
Mahaffy. Old Greek Life. (History Primer) p. 25-45 

or 
Tucker. Life in Ancient Athens, ch. IV. Macmillan $1.25 



127 

4 The Roman ivorld in Caesar's time 
Fowler. Julius Caesar. p. 41-52. Putnam $1.50 

or 
Froude. Caesar. Scribner $1.50 

or 
Munro. Source Book of Roman History, p. 119-42 

or 
Church. Roman Life in the Days of Cicero 

5 Dependents, slaves and clients 

Johnston. Private Life of the Romans, p. 87-116 

or 

r Munro. Source Book of Roman History, p. 179-92 
J and 

i Tucker. Life in Ancient Athens, ch. IV 

6 Early Christianity 

Munro. Source Book of Roman History, p. 164-73 

or 
Botsford. Story of Rome. p. 265-74, 291-95 

7 The Roman's daily life 
Wilkins. Roman Antiquities. (History Primer) p. 32-49. 

or 
Shumway. A Day in Ancient Rome. Heath, cloth 75c; 
paper 30c 

8 Antecedents of the revolution 

Beesly. The Gracchi, Marius and Sulla, ch. I 

or 
Botsford. Story of Rome. ch. VH 

Required readings in English history 
1911-12 

I Kipling. Puck of Pook's Hill. Doubleday $1.50 

or 
Cook. Asser's Life of King Alfred. Ginn 50c 

2 The Friars 
Jessopp. The Coming of the Friars, ch. L Putnam $1.25 

or 

Magna Charta 
Hill. Liberty Documents, p. 9-33. Longmans $2 



128 

3 ^^''^ Battle of Crecy 
Froissart 
Four Medieval Chroniclers, p.ii-17. (Eng. Classics Ser.) Mer- 
rill, paper I2C 

or 
Tlie Huvidred Years War 
Ogg. Source Book of Medieval History, p.417-39. Amer. Bk 
Co. $1.50 

or 
Rolfe. Tales from English History. p. 19-38. Amer. Bk 
Co. 50c 

4 England after the Armada 
Creighton. The Age of Elizabeth, p. 192-201. Scribner $1 

or 
Rolfe. Tales from English History, p. 45-87 

or 
Early reformation period 
University of Pennsylvania. Translations and Reprints No. i. 
Longmans, paper 15c; bound with 5 other reprints, cloth $1.50 

5 The history of Plymouth plantation 
Bradford 

Historical Classic Readings, p. 30-45. Merrill, paper 12c 

or 
England in 1685 
Bates. Macaulay's History of England. Ginn 30c 

6 Roger Bacon and natural science in the Middle Ages 
Robinson. Readings in European History, i :46o-6i, 438-42. 
Ginn $1.50 

or 
Jessopp. The Coming of the Friars, ch. HI 

7 The industrial revolution 
Chigney. Social and Industrial History of England, p. 203-39. 
Macmillan $1.40 

or 
Robinson & Beard. Readings in Modern European History. 
2:67-72. Ginn $1.50 

8 Europe in Africa 
Robinson & Beard. Readings in Modern European History. 
2 :447-54 



129 

Required readings in English history 
1912-13 

I Alfred the Great 
Hughes. Alfred the Great, ch. II. Houghton $1 

or 
Cook. Asser's Life of King Alfred. Ginn 50c 

2 The 7'oyages and travels of Sir John Maundeville 

(Little Classics Ser.) Cassell, clotli 25c; (Eng. Classics Sen) 
Merrill, paper 12c 

3 The discovery of Muscovy 
Hakluyt. The Discovery of Muscovy. (Little Classics Ser.) 
Cassell, cloth 25c 

or 
The settlement of Virginia 
John Smith's Narrative in Historical Classic Readings, p. 11-25. 
Merrill, paper 12c 

4 Life in Utopia 

Old South Leaflets No. 124. Directors of Old South Work, 
Boston 5c 

also 
More's Utopia. (Little Classics Ser.) Cassell 25c; (Eng. Clas- 
sics Ser.) Merrill 25c 

or 
The Pilgrim Fathers 
Green. Short History of the English People, p. 507-13 

5 England in 1685 

Bates. Macaulay's History of England. Ginn 3GC 

6 Warren Hastings 

Macaulay. Warren Hastings. (Harper's School Classics Ser.) 
Amer. Bk. Co. 30c; (Eng. Classic Ser.) Macmillian 40c; 
(Little Classics Ser.) Cassell 25c; Merrill, paper 15c 

7 TJie factory system 
Cheyney. Industrial and Social History of England, p. 240-62. 
Macmillan $1.40 

or 
Robinson & Beard. Readings in Modern European History. 
I :62-67 



130 

8 The peace movement 
Robinson & Beard. Readings in Modern European History. 
2 458-66 

or 
The ivar against poverty 
Robinson & Beard. Readings in Modern European History. 
2 :478^88 

Required readings in modern history, part I 
igii-i2 

I Jack at all trades 

Mason. Woman's Share in Primitive Culture, p. 139-60. 
Appleton $1.75 

or 
Economic stages 
Ely. Evolution of Industrial Society, p. 3-73. Macmillan 
$1.25 

2 Public life and religion of a Greek citizen 

Mahaffy. Old Greek Life. (History Primer) p. 62-88. Amer. 
Bk Co. 35c 

3 The Roman's daily life 

Wilkins. Roman Antiquities. (History Primer) p. 32-49, 81- 
105. Amer. Bk Co. 35c 

4 Medieval authors 
Four Medieval Chroniclers, p. 3-27. (Eng. Classics Ser.) 
Merrill, paper 12c 

or 
Rolfe. Tales from English History. Amer. Bk Co. 50c 

5 The travels and voyages of Sir John Maundcville 
(Little Classics Ser.) Cassell, cloth 25c; (Eng. Classics Ser.) 
Merrill, paper 12c 

or 
The early reformation period 
University of Pennsylvania. Translations and reprints No. i. 
Longmans, paper 15c; in cloth w^ith 5 other reprints $1.50 



131 

6 The feudal regime 

Seignobos. The P^udal Regime, p. 3-26. Holt, paper 50c 

or 
The ordeal and tlie feudal system 
Ogg. Source Book of Medieval History, p. 196-228. Amer. 
Bk Co. $1.50 

or 
Cheyney. Industrial and Social History of England, cli. H. 
Macmillan $1.40 

7 England after the Armada 
Creighton. The Age of Elizabeth, p. 161-229. Longmans $1 ; 
Scribner $1 

or 

Medieval trade and commerce 

Cheyney. Industrial and Social History of England, ch. IV 

or 
Robinson. Readings in European History, i :4i8-25 

8 England in 1685 
Bates. Macaulay's History of England, ch. III. Ginn, cloth 
30c 

Required readings in modern history, part I 

1912-13 

I The zveaver 
Mason. Woman's Share in Primitive Culture, p. 41-69 

or 
Ulysses among the PJiacacians 
(Riverside Lit. Ser.) Houghton 15c 

2 The daily life of a Greek citizen 
Mahaffy. Old Greek Life (History Primer) p. 25-61 

3 The Roman's dzvelling 
Wilkins. Roman Antiquities. (History Primer) p. 15-32 

4 Charlemagne 

Eginhard. Life of Charlemagne. (Harper's School Classics 
Ser.) Amer. Bk Co. 30c 

5 Medieval authors 
Four Medieval Chroniclers. 27-48 



132 

6 The coming of the Friars 
Jessopp. The Coming of the Friars, ch. I. Putnam $1.25 

or 
The life and rule of St Francis 
Ogg. Source Book of Medieval History, p. 362-76 

7 The feudal regime 
Seignobos. The Feudal Regime, p. 27-68 

8 Roger Bacon and natural science in the Middle Ages 
Robinson. Readings in European History. 1 1438-42, 460-61 

Required readings in European history, part II 
1912-13 

I Peter the Great 

Motley. Peter the Great. (Eng. Classics Ser.) Merrill 25c 

2 Frederick the Great 

Macaulay. Frederick the Great. (Eng. Classics Ser.) Merrill 
25c 

also 
Many other editions 

3 The old regime in France 

E. J. Lowell. Eve of the French Revolution, ch. T, H, VI. 

Houghton $2 

or 
Robinson, Readings in European History. 2 409-80. Ginn 

$1.50 

4 The Monroe Doctrine 

Old South Leaflets No. 56, specially p. 14-20. Directors of Old 
South Work, Boston, paper 5c; also bound in v. HI with 24 
other leaflets, cloth $1.50 

5 The Eastern Question 

McCarthy. Short History of Our Own Times, ch. XI, XIIL 
Harper $1.50 

or 
The same topics in 
McCarthy. History of Our Own Times, v. II 

or 
Oman. England in the 19th Century, p. 80-260. Longmans 
$1.25 



133 

6 TJic expansion of Europe into other continents 

Reinsch. World Politics, p. 3-80 

or 
Europe in Africa 
Robinson Sc Beard. Readings in Modern European History. 
2:447-54. Ginn $1.50 

7 Some modern economic questions 

Ely. Evolution of Industrial Society, ch. VI, VIII, X, XI. 
Macmillan $1.25 

8 The peace movement 

Robinson & Beard. Readings in Modern European History. 
2:458-66. Ginn $1.50 

or 
The war with poverty 
Robinson & Beard. Readings in Modern European History. 
2 :478-88 

Required readings in American history 
1911-12; 1912-13 

1-2 Two of the following : 

Early history of Virginia 

John Smith. True Relation 

Hart & Channing. Colonial and Constitutional Leaflets No. 27. 
Simmons loc 

or 
Historical Classic Readings. Merrill 12c 

or 
Old South Leaflets No. 167. Directors of Old South Work, 
Boston, 5c 

Early history of Plymouth 

Hart & Channing. Colonial and Constitutional Leaflets No. 29. 
Simmons loc 

or 
Bradford 

Historical Classic Readings, p. 30-45. Merrill 12c 

or 

Extracts from John Winthrop's history 
Hart & Channing. Colonial and Constitutional Leaflets No. 31. 
Simmons loc 



134 

Discovery of the Hudson 
Old South Leaflets No. 94. 5c 

Description of the New Netherlands 
Old South Leaflets No. 69. 5c 

3-4 Two of the following : 

Destruction of the tea — Hutchinson's account 
Old South Leaflets No. 68. 5c 

Washington's journal of his tour to the Ohio 1770 
Old South Leaflets No. 41. 5c 

The Lexington toivn meetings 176'^-y^ 
Old South Leaflets No. 156. 5c 

The tozvn meeting 
Fiske. American Political Ideas, p. 2-56. Harper $1.50 
Fiske. War of Independence. (Riverside Lit. Ser.) Houghton, 
paper 30c; cloth 40c 

5-6 Two of the following: 

The Monroe Doctrine 
Hart & Channing. Colonial and Constitutional Leaflets No. 4. 

IOC 

or 
Old South Leaflets No. 56. 5c 

or 
Hill. Liberty Documents, p. 321-39. Longmans $2 

Report of the Hartford Convention 
Hart & Channing. Colonial and Constitutional Leaflets No. 35. 

IOC 

Autobiography of Peter Cooper 
Old South Leaflets No. 147. 5c 



135 

Lincoln's inaugurals 
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CIVICS 

In a country governed by popular suffrage, where free schools 
are maintained to train citizens, the study of civics assumes an im- 
portance second to the study of no other subject. It is not, how- 
ever, a subject easily presented to children. Government, like 
the air, is pervasive and its presence is not ordinarily felt. Almost 
the only government of which the youth in the country or village 



136 

is conscious is that of the home and of the school. There is, there- 
fore, specially in rural districts, little apperceptive basis on which to 
build. The method of presenting civics, that began with the 
national government and ended with the township, generally failed 
to use even the small amount of concrete material available. 
Civics became too bookish and abstract for great numbers of high 
school pupils. Its study resulted in the acquisition of empty words 
and phrases or, at best, in burdens of knowledge that were unre- 
lated in the pupil's mind to daily life and duty. 

The syllabus here recommended reverses the old order of pre- 
sentation. It begins with what is concrete and near at hand. It 
concerns itself, first of all, with those means, activities and agents 
of government that are local. It aims to connect the study of civics 
with the daily life of the pupil and to emphasize the importance of 
local government because it is historically the source of all gov- 
ernment. 

This syllabus has been prepared then to meet the needs of pupils 
whether in the city or in the country and its use will vary accord- 
ing to the environment of the pupil. In the city, municipal govern- 
ment, and, in the country, the government of the school district and 
the township should first be studied. The pupil should be made 
acquainted not only with the forms and instruments of local gov- 
ernment but with its activities and, when possible, with its agents or 
ofncials. If local civics has been well taught in the grades, less 
time needs to be given to this part of the work in the high school ; 
but a reasonable acquaintance with local government is essential. 

When once a basis of civic facts and experiences has been estab- 
lished from local sources, state government which embraces most 
of the relations of daily life should be taken up. The state consti- 
tution, as the fundamental law should here be presented with suf- 
ficient detail to reveal its source, its nature and its large outlines. 
The many ways in which the state controls or may control the citi- 
zen should be made clear and the duties of the citizen to the state 
should be fully discussed. Thus the pupil is made ready for the 
study of the "federal powers and activities which the people of the 
states have intrusted to the national government. At this point 
history and civics meet. The study of the constitutional period 
shows the origin of national government and the study of subse- 
quent history, including the present, is largely a study of national 
development under the constitution. 

By preparation of the kind outlined, the pupil will be enabled to 
digest his knowledge by classifications, comparisons and generali- 



137 

zations, to review from a higher level all he has learned either 
of history or of civics ; and if his attention shall have been directed 
to government rather than to misgovernment, he will be inclined to 
feel, " I am a citizen and, with my fellow citizens, a ruler of no 
mean country." 

Preliminary steps 

1 Make a Hat of some twenty or more services rendered to the 
pupils or their families by some governmental unit and classify 
these as rendered by (a) the school district (b) the town, village 
or city, (c) the state, (d) the nation, and discuss the relative 
importance of these various services to the well-being of the 
pupil. 

2 Determine why these services are not left to the individual 
to perform; the advantages of cooperation; the necessity of some 
surrender of individual control in any organized community. 

3 A brief resume of the rise of cooperative control by the bo'dy 
of citizens in our own country as seen in building stockades, roads, 
schools, supporting a church, etc. 

The school district 

A study of the school chstrict to bring out the following points: 

1 How composed 

2 Its boundaries, how determined 

3 Its officers and the duties of each 

4 Its independence of town and village governments 

5 School meetings — annual and special ; the business trans- 
acted at school meetings 

6 Union free school districts, how they difiter from common 
school districts 

The town 

I The study of the activities of the town 

a In rcadmaking and bridge building. Importance of roads 
to the farmer. Good and bad kinds of road. Share of the 
county and of the state in roadmaking and maintenance 

b The care of the poor 

c The keeping of order 

d The town meeting. Election of town officers. Voting of 
funds 



138 

2 The town officials: the double service of the supervisor; other 
officials and the duties of each 

Note. It will add interest and reality to the study, if the officials 
themselves will meet the class and explain the nature of their services 
to the town. At any rate legal blanks should be secured from the 
different officials and their use made clear. 

The village 

1 A study O'f the particular natural advantages or conditions 

which have caused the relatively close settling of a. number 
of families in a small area. The new conditions made nec- 
essary by such centers of population : 

a Macadamized or paved roads 

b Sidewalks and curbs 

c Sewers 

d Street lights. Whether under public or private control. Rela- 
tive advantages. Method in other villages. Cost 

e Water supply. Public or private. Relative advantages. 
Methods in other villages. Cost 

/ Removal of refuse 

g Street cleaning 

h Fire protection. Volunteers or paid department 
i Care of the public health 
y Administration of justice 

k Graded and higher schools 

2 Classes of villages ; the village charter, class to which the pupils' 
village belongs. The village officials: the terms of office and 
duties of each 

3 Election of the village officers. Time, and reason for it 

The city 

1 A study of the natural advantages and other conditions which 
have caused the pupil's place of residence to become a city 

2 The street the central element of city life. How the activities 
and conditions named in 3 to 7 are cared for in the stu- 
dent's home city; what official is responsible for each activity; 
how he gets his position ; how he may be made to perform his 
function properly ; and, throughout, a comparison with the prac- 
tices of other cities within and without the state 

3 The laying out (including condemnation proceedings) of streets; 
their paving and maintenance; kinds and cost of surface; right 



139 

to tear up pavement ; duty to replace ; sidewalks and curbs ; 
cleaning of sidewalks ; traffic regulations 

4 Bridges; to be studied in the main as roads 

5 Other utilities found on, in or under the streets 

a Sewers and sewage disposal. Comparison of methods 

b Street lights ; how supplied 

c Gas mains and connections 

d Electric wires ; pole or conduit system 

e Water mains and connections 

/ Transportation lines ; surface, elevated or subway 

g Steam railways in streets ; grade crossings 

6 Street cleaning; snow removal 

7 In the case of each oi the foregoing utilities a discussion (if 
apposite) of public versus private ownership. In case of the 
latter a discussion of the obtaining of the franchise. The wel- 
fare of the community as dependent upon the proper manage- 
ment of these utilities 

8 The rights and duties of citizens on the streets 

9 Building laws and permits. Peculiar problems of city life aris- 
ing from the existence of tenement houses, high buildings; 
how met and regulated 

10 Fire department; effect of its efficiency on insurance rates 

11 Police work; preventive, protective 

12 The school system; appointment of teachers; compulsory 
school law and its enforcement 

13 Parks and recreation centers; baths; washhouses 

14 Museums, lectures, free concerts 

15 Care of the poor; city institutions 

16 Care of the sick and injured 

17 City courts; civil and criminal; juvenile; relation to county 
and state courts 

18 City penal institutions 

19 City finances : 

a The cost of the services mentioned in 10-18 

b Sources of revenue : licenses, fines, fees, rentals of public 
property, taxes, special assessments 

c Assessments for taxation purposes. The real estate and per- 
sonal tax, with reasons for growing neglect of latter 

d The tax rate. City rate as compared with state and federal 
taxes 

e Making the budget. Revenues and expenses for the last 
financial year 



liO 

/ City debt; limitations 

20 Systematic outline of the framework of the city government 
with a tabulation of the chief officials and their duties, where 
feasible using the city charter as a guide. Officials removable 
by state authonity. Classification of officials as legislative, ex- 
ecutive or judicial 

21 Choosing of above officials. City elections; when held, and 
why at that time. National party lines usually not drawn in 
city affairs. Duty O'f the citizen to take part in organized city 
politics 

22 Classes of cities. Classification of the student's city. The 
charter ; how obtained ; its functions ; changes in the charter, 
how made 

23 Comparison of general systems of city government. The com- 
mission plan (Des Moines, Galveston). Need of fixing respon- 
sibility 

The county 

The county has hitherto been largely ignored in the s:;udy of civ- 
ics. The collection of its taxes at the same time and on the 
same bill as the local tax leads to this. It has important dis- 
tinctive services. Many cases at law go to county courts. 
Registration of deeds and mortgages, probate and adminis- 
tration of wills are county functions. Also the main high- 
ways and bridges are chiefly under county control outside the 
great cities. The county is responsible for the preservation of 
order. 

1 City counties. Some cities are identical in boundaries with 
a county; others (New York city) include several counties. 
In such cases city and county government in part coincide, 
and certaiin county officials are replaced by city officials 

2 County officials : duties of each ; how chosen ; how removed 

3 County finances 

a The expenses of the county 

b The county tax ; how levied ; how collected 

4 The judicial system 

a The grand jury: composition; selection; duties (indict- 
ment, presentment) ; mode of procedure 

b The trial or petty jury: lists of jurors, and how made; 
liability to jury duty, and exemption therefrom; duty of 
the citizen to serve as a juror; selection of the panel; num- 
ber ; requirement of unanimous verdict ; pay of jurors 



141 

c Duty of district attorney 
d Duties and jurisdiction of county judge 
e Duties of sheriff; in execution of civil judgments and crim- 
inal sentences; preservation of order; the posse comitatns 
f The crime of perjury 

The government of the state 

I The Constitution of the State of New York 

A By whom estabhshed ; why esta'bHshed ; how estabhshed ; by 

whom drafted 
B Importance of the Constitution as the fundamental law seen : 

1 In guaranteeing personal rights 

2 In determining suffrage rights and the manner and the time 
of voting 

3 In creating legislative bodies, defining their duties and lim- 
iting their action 

4 In creating executive and administrative offices and defining 
the duties thereof 

5 In creating state and local courts 

6 In safeguarding state and local credit and caring for pub- 
lic property and public institutions 

7 In providing free schools and academies 

8 In providing for its own amendment 

II Activities of the state 

The state the greater regulator of our everyday life, as shown 
A In its creation and control of : 

1 The school district, the town, city and county, with their 
close relation to our daily life as already shown 

2 The personnel of the voting body, by fixing their qualifi- 
cations, even those of voters for federal officers 

3 The number, kind and qualifications of the elective and ap- 
pointive officers of the lesser units, including the power 
of removing many city and county officials by state au- 
thority 

B In its enactment and enforcement of the great majority of 
the laws which govern the citizen in his daily life, such as : 

1 Creation and safeguarding of all civil and property rights ; 
with regulation of transfers and inheritances 

2 Creation and control (save for interstate commerce) of 
all corporations 



142 

3 Special control of all banks and trust companies save na- 
tional banks, and of all insurance companies and building 
and loan associations 

4 Control of all common carriers so far as traffic within the 
state is concerned 

5 License and control of the liquor business 

6 Sanitary regulation 

7 Exercise the right of eminent domain 

8 Supervision of education 

9 Authorization of the levying of all taxes for state and local 
purposes 

lO Provision for certain portions of the defective, dependent 
and delinquent classes 

III Organization of government 

These various activities of the State, as of the local unit, require 
for their exercise the three organs of government : the lawmaking, 
the law interpreting, and the law enforcing; or the legislative, judi- 
cial, and executive departments. 
A The state legislative department 
I The state Legislature 

a The source of the lawmaking power, representing " people 

of the state oi New York " 
b The Legislature divided into two houses ; advantages ; dis- 
advantages 
c Composition of Senate ; how elected ; compensation 
d Composition of Assembly ; apportionment ; the state 

census ; election ; compensation 
e The Assembly at work 

( 1 ) Organization 

(a) The Speaker: his election; the party census; pow- 
ers of the Speaker ; in the appointment of committees ; 
in his " reoognitioin " of members; in his chairmanship 
oi the committee on rules, (b) The Clerk, (c) Minor 
officers 

(2) Making a law; distinction between a legislative bill 
and a law 

(a) Safeguards against hasty and ill considered legis- 
lation 
Introduction of a bill — its sponsor 
Printing and publicity 
The three readings on three different days 



143 

Reference to a committee that discusses, may amend 

and may give public hearings 
Revision, if necessary, by special revision committee 
Report of bill by its committee to house ; possible de- 
bate, amendment and recommittal to original com- 
mittee or some other committee 

NOTE, All legislative bills must pass both houses each of which takes 
similar precautions before it goes to the Governor who may seek expert 
advice, and give public hearings before making a bill a law by his 
signature. 

(b) Legislative committees: majority and minority com- 
position ; the principal committees ; the great advant- 
age of committees 

(c) Majority and minority leaders in the Ass^embly; 
advantages of this leadership 

(d) The Speaker and Clerk, their services 
/ The Senate at work 

(i) Organization 

(a) The Lieutenant Governor as presiding officer; his 
voting power; influence compared with that of the 
speaker of Assembly, (b) The President pro tem- 
pore, (c) The Clerk, {d) Minor officers 
(2) The course of a bill; similar procedure to that of the 
Assembly 
Bills may originate in either house \_see Constitutional limitation 
of right to originate money bills to lower house in Congress], and 
from it pass to the other house. 

Conference committees where the two houses fail at first to agree 
on a measure 

[For course of a bill after it leaves the Legislature see powers of 
governor.] 

g Legislative commissions : joint, or of either house, for 
investigating any matter whatsoever within compass of 
state legislation ; 

h Powers peculiar to each house 

(i) Assembly may present impeachments of high state 

officials 
(2) The Senate, with the justices of the Court of Appeals, 
the court for trial of impeachments. The right of con- 
firmation or rejection oi appointments by the Governor 
i Powers common to the two houses : 



144 

In joint session to elect United States senators, and 
regents 
y General powers of the Legislature 

Limited only by federal and state constitutions ; otherwise, 
may pass any law it pleases. Scope of state legislation 
therefore much more varied than that of federal leg- 
islation 
B The state executive 

1 The Governor 

Overshadowing importance of Governor; due to 
a His share in legislation, as shown 'by : 

(i) Regular and special messages to the Legislature 

(2) Power to call special sessions of Legislature 
which have the right to deal only with measures in- 
dicated in special call ' 

(3) Power over a bill wbich has passed the Senate and 
Assembly : three ways in which a Governor may treat 
a bill ; the power to veto single items of an appropria- 
tion bill 

b His executive powers as shown by : 

(i) Appointment of a large^'number of administrative 
ofificials and boards charged with the duty of carry- 
ing cut the laws of the state — t8 such depart- 
ments, the more important of which are : 
(a) Commissioner of Excise, {b) Civil Service Com- 
mission, (c) Commissioner of Labor, {d) Pubhc 
Service Commissions : one for metropolitan district, 
one for remainder of state, {e) Superintendent of 
Banks. (/) Superintendent of Insurance. 

(2) Power of removal of certain state officers with 
consent of the Senate ; and of certain county and city 
officers independently 

(3) Control of the militia 

(4) Power to assign justices to special duties 

(5) Power to fill vacancies in certain judicial, county 
and state offices and to appoint a United States sen- 
ator to a vacant seat pending election 

c His judicial powers as shown by: 

Right of reprieve, commutation and pardon. (Boards 
of pardon in some other states) 

2 Elective executive officials 

I Governor ' 



145 

2 Lieutenant Governor 

3 Secretary of State 
. 4 Comptroller 

5 Attorney General 

6 State Engineer and Surveyor 

Election ; term ; general duties ; removal by impeachment 
Executive power of the state divided, or in commission, be- 
cause these elective officials may be of different parties. 
Lesser officials independent O'f Governor ; in no sense a 
cabinet; advantage or disadvantage of this arrangement 
3 The State Education Department 

a The Education Department embraces in its jurisdiction 
the entire field of educational supervision and administra- 
tion. It is governed by a Board of Regents and a Com- 
missioner of Ed'ucation. The Co'mmissioner of Education 
appoints three assistant com.missioners each of whom has 
charge respectively of higher, secondary and elementary 
education. Statutory provisions in regard to education 
and state appropriations for educational purposes are, of 
course, made by the Legislature but numerous legislative 
powers over matters of detail are delegated to the Board 
of Regents, and full executive and administrative powers 
are intrusted to the Commissioner of Education both by 
the Legislature and by the Board of Regents. The Com- 
missioner of Education also acts as chief judicial officer 
in all questions of law pertaining exclusively to the pub- 
lic school system. 
b The Board of Regents 

(i) How constituted: number; choice; term of office; 

when established; original purpose 
(2) Duties 

(a) Confirmation of appointments. (b) Granting of 
charters, (c) Visitation and examination, (d) Care 
of the State Library and the State Museum, (e) 
Care of pubHc Hbraries and educational extension. 
(/) Supervision of academic and professional degrees 
c The Commissioner of Education 
(i) How chosen 
(2) Duties 

(a) Appointment of subordinates, (b) General super- 
vision of schools, school officials and educational in- 



14G 

stitutions. (c) Distribution of state appropriations 
for education, (d) Judicial powers, original and ap- 
pellate : interpreting school laws ; deciding appeals 
C The state judiciary- 
Has jurisdiction in cases beyond the power of inferior and 
county courts, and on appeal from such 

1 The Supreme Court; judicial districts; election of justices; 
their number and term 

2 Appellate divisions of the Supreme Court ; number ; how 
justices are assigned to each 

3 The Court of Appeals; judges; their election, number and 
term; jurisdiction 

4 The Court of Claims; constitutional reason fcr it 

IV Instruments of government 

A Finances 

1 State budget : expenses for 

a State administrative departments 

b The Legislature 

c The Judiciary 

d Prisons; reformatories 

e Charity 

/ Education 

g The militia 

h Public works 

2 Revenues, from taxes on : 

a Organization of corporations 

b Current business of corporations 

c Inheritances 

d Transfers of stocks 

e Liquor traffic 

/ Property. Latter very slight in New York state; required 
by Coostitutioin to meet state debt. Favorable position 
of New York state in matter of property tax ; reasons. 
How apportioned and collected 

3 The state debt 

Revenues sufficient for ordinary expenses 
B State control of elections 

All elections, even of federal officials, under state law 

1 The franchise ; meaning of suffrage ; who may vote ; dis- 
qualifications 

2 Election districts 



U7 

The state one district for federal officials and for major 

state officials 
b Congressional 
c Judicial 
d Senatorial 
e Assembly 
/ County 

g School commissioner 
h Village 
i School district 
y City 
k Borough 
/ Aldermanic 
Pupil's district for each of above elections 

3 Time of election in each of above districts. R(;asons for 
separating local elections as far as possible from state and 
federal elections 

4 Nominations : party organization in election districts ; the 
leader ; the primary ; party enrolment at registration ; the 
direct primary ; nomination by petition ; the ascending scale 
of committees and conventions ; party platforms 

5 Registrations ; why more important in cities than in rural 
districts 

6 Voting: the polling places; preparation of the ballots; form 
of ballot; reasons for secret ballot; marking the ballot; 
straight ticket; split ticket; election officers at the polls; 
challenging a vote ; demand for a shorter ballot ; the Massa- 
chusetts form; voting machines 

7 Counting the vote; disposition of ballots; canvassing the 
votes ; certificates of election 

8 Majority and plurality; practice of this state; of other 
states 

9 Election expenses; how far legitimate; sworn statements by 
candidates ; campaign funds ; publicity ; how raised ; for what 
used 

lo Bribery; viciousness of; laws against 

V Comparison of state governments 

Newer state constitutions tend to become much more extensive 
than those of older states (Oklahoma an extreme case). Reason 
for this; distrust of state Legislatures. Wide diversity of laws in 



the 46 states ; evils of this ; the newly formed and extra-constitu- 
tional " House of Governors," an attempt to lessen this evil. 

The federal government 

The Constitution of the United States at the time of its adoption 
embodied the political wisdom of the ages. More profoundly, per- 
haps, than any other poHtical document, it has influenced the world 
at large. It is the governmental framework of a mighty and grow- 
ing world power. It has stood the test of time and " the shock O'f 
civil war." During the 19th century the world changed its modes 
of life and business more, it may be, than in all the historic cen- 
turies preceding; but so adaptive is the Constitution of 1789, that 
only a few oi its minor provisions, to be amended in the right time 
and in the right way, may be questioned. Such a constitution is 
worth living under, worth dying for, and eminently worth studying. 
It should be studied as history in its proper sequence and in its 
fundamental relations, for only thus can the growth of the United 
States into a great political power be understood. The Consti- 
tution should be studied a second time as civics, as the guide and 
supreme law of present national life. 

I The Constitution of the United States 

A Its authority and purposes as disclosed in the preamble 
B Its general scope and limitations [^see specially art. I, § 8, 

last paragraph and amendments IX and X] 
C Creations of the Constitution 
I The legislative department : the twO' houses ; the duties 
prescribed for each house ; the special privileges and dis- 
abilities of the members of each house 
a The House of Representatives 

(i) Its members: qualifications; terms of office; distri- 
bution ; mode of election 
(2) Special powers of the House 
b The Senate 

(i) Its members: qualifications; term of office; distri- 
bution; mode of election 
(2) Special powers of the Senate 
c The method of lawmaking 

d Powers granted to Congress : peace powers ; war pow- 
ers ; implied powers 
e Prohibitions on Congress guarding 

(i) personal rights, (2) state rights, (3) public credit, 
(4) the democratic ideal, (5) religious freedom 



149 

2 The executive department 

a The President : qualifications ; term of office ; mode elec- 
tion : (i) original, (2) as fixed by amendment XII 
b Powers and duties of the President: executive; legis- 
lative; judicial 

c The Vice President : qualifications ; term of office ; mode 
of election: (i) original, (2) as fixed by amendment 
XII 

d Duties of the Vice President 

3 The judicial department 

a The Court of Impeachment 
b The Supreme Court 

(i) The judges, how appointed; number and salary, 

how determined 
(2) Jurisdiction: original; appellate 
c Inferior courts, how provided 
D Prohibitions on state Legislatures 
E Guarantees to the states 
F Guarantees of personal rights 
G The formation and admission of states 
H Provisions for amendments: how proposed, two methods; 

how ratified, two methods 
/ Miscellaneous provisions : definition of treason ; the debts of 

the Confederation; the oath of office 
/ The supremacy of the Constitution 

II The federal government in its relations vi^ith the people 

Delegation to the federal government by " the people of the 
United States " of such powers as they judged to be essential 
for the establishment of a nation. Control of the people by 
the federal government direct, not through the states, save in 
the case of elections 
Contact of the citizen with federal activities 
A Most obvious of these in everyday life : 

1 The currency 

2 The postal service 
B Less obvious : 

I Taxation : 

(a) Duties on imported goods; with incidental effect 
on price of domestic goods 

(b) Internal revenue; on liquors, tobacco etc. 



150 

2 Control of interstate commerce ; railway rates ; pure 
food laws 
C Still less personal, but with the possibility of affecting the 
individual at any time, the control of the federal govern- 
ment over : 

1 All foreign relations 

2 War and peace ; the necessary army and navy ; treaties, 
commercial and other 

3 Patents and copyrights 

4 Standards of weights and measures (conformity with 
these, however, a matter of state regulation) 

5 Naturalization 

6 Bankruptcy 

7 Property rights through interpretation of the Constitu- 
tion by the courts as applied to acts of Congress and of 
state Legislatures 

III The organization of the federal government 

As in the state and its subdivisions the three great departments 
are required : legislative, executive, judicial. Clearer separa- 
tion of these in the United States than in most other nations; 
comparison with Great Britain 

A The legislative department 

1 The organic law 

The Constitution ; how adopted 

Amendments to the Constitution [for "unwritten Con- 
stitution " see VII] 

2 The Congress: two houses 

a The House of Representatives : number ; qualifications ; 
election ; term ; compensation ; apportionment to states ; 
the federal census ; representatives at large. House 
represents national idea 
b The Senate : number ; qualifications ; election ; term ; 
compensation ; vacancies, how filled. Senate represents 
federal idea. Demand for popular election of senators ; 
its practical accomplishment in certain states 
c The House of Representatives at work 

(i) In the main the outline of the methods of the 
Assembly of the state of New York will be a suffici- 
ent guide, but requiring special attention are : 
(2) The power of the Speaker, making him a figure of 
national importance second only to the President 



151 

(3) The rules of the House; " fihbustering." "Leave 
to print " 

(4) The names and functions of the more important 
committees 

. d The Senate at work 

(i) The relative dignity of the Senate 

(2) "The courtesy of the Senate" 

(3) The more important committees and their func- 
tions 

(4) The leader of the majority 
e Special powers of the House 

(i) Origination of all money bills: largely overridden 
by free power of amendment in the Senate 

(2) Presentation of impeachments 
/ Special powers of the Senate 

(i) Ratification or rejection of presidential appoint- 
ments. Executive session 

(2) Trial of impeachments; procedure in impeachment 
of President. 

(3) Ratification of treaties 

g General scope of powers of Congress 
Closely limited by the Constitution, but 
Effect of " the elastic clause " ; what it is ; how its inter- 
pretation affects federal legislation 
Enumeration of powers: [see art. i, § 8 of the Con- 
stitution] 
B The executive department 

I The President and the Vice President ; their nomination ; 
qualifications ; election ; procedure in case of failure to 
elect ; the electoral college ; its functions ; departure of 
college from original idea [see unwritten Constitution] ; 
term of president ; discussion of its length ; reelection 
[unwritten Constitution] ; compensation ; law fixing the 
right of succession to presidency 
Functions of the President 
a Legislative, as shown by : 

(i) Messages, annual and special 

(2) Summoning of extra sessions 

(3) Power of veto. Compare with that of Governor. 
Can not veto single items ; "' riders " 

(4) Party leadership; control of legislation through 
appointing power and through popular support 



152 

b Judicial, as shown by : 

(i) Reprieve, commutation, pardon 
c Executive, as shown by : 

(i) Duty to enforce all federal laws 

(2) Command of army, navy and militia in federal 
service in time of war 

(3) Power to negotiate treaties 

(4) Appointment and reception of ambassadors and 
ministers 

(5) Appointment of federal administrative officials; 
officers of army and navy ; postmasters ; and espe- 
cially of heads of executive departments, collec- 
tively known as the Cabinet 

(6) Appointment of United States justices 

(7) Appointment of commissions, standing and oc- 
casional ; interstate commerce ; growing importance ; 
tariff commission 

2 The Cabinet 

a Development of the Cabinet as a body of presidential 
advisers. Term " cabinet " unknown to Constitution ; 
may advise, can not control president. Importance of 
their selection ; their removal from office. Not mem- 
bers of Congress ; contrast with British, French and 
German systems 

b Personnel and functions of the Cabinet; the depart- 
ments of the Cabinet and the services rendered by each 
C The federal judiciary 

1 The Supreme Court ; authorized in Constitution ; dignity 
of ; when it may adjudicate upon the constitutionality of 
an act of Congress. Its composition and appointment 

2 Circuit Courts; number; the justices; appointment; 
number 

3 District Courts; number; the justices; appointment 
United States district attorneys and marshals 

4 Classes of cases under jurisdiction of federal courts 

IV Federal finances: instruments of government 

A Revenues, from : 

1 Customs 

2 Internal revenues 

3 Sale of public property 



]5:} 

B Expenditures, for : 

1 Various administrative dei^artments of government 

2 Army 

3 Navy 

4 Post office — nearly self-supporting 

5 Pensions ' 

6 Indians 

7 Public works 

8 Redemption and interest of public debt 
C The public debt 

1 Amount ; how created ; how met 

2 Comparison with foreign debts 

V Review of federal and state powers 

A Powers vested in federal government only 

B Powers vested in states only 

C Concurrent powers 

D Powers whose exercise is forbidden to the federal govern- 
ment 

E Powers whose exercise is forbidden to the states 

F Powers reserved to the people, and exercisable only by the 
process of constitutional amendment 

G Under what conditions the federal government may be 
called upon to protect a state against domestic violence 

H Guarantee to each state by the federal government of a 
republican form of government 

VI Supremacy of federal government 

A State may not contravene United States law or treaty 
B Fourteenth amendment to Constitution ; decides first as to 
what constitutes federal citizenship; state citizenship de- 
pendent on federal ; naturalization a federal function 
C Citizen's allegiance not divided; but double; primarily to 
the United States 

VII Growth or development of government seen in: 

A Amendments 

B The unwritten Constitution 

Ours theoretically a strictly written Constitution ; contrast 
with unwritten Constitution of the United Kingdom of 
Great Britain and Ireland 
Precedents which have hardened into unwritten constitu- 
tional provisions in the United States : 



154 

1 The functions of the electoral college 

2 Incumbency of presidency limited to two terms 

3 Possibility of House of Governors becoming such a 
precedent 

VIII Comparison of the British cabinet system with the 
presidential system of the United States 

A Place of the titular executive in each system : President real 
executive in the United States ; Sovereign nominal executive 
in Great Britain ; Cabinet really in control ; question as to 
which system yields greater efficiency ; difference in prompt 
compliance with popular will; possibility of antagonism be- 
tween the executive and the legislative departments in each 
system 
B Comparison of the government of the United States with 
that of other nations 
The United States a federal republic. Switzerland and 
Mexico. Meaning of republic. Meaning of federal. 
Difference from confederation 

1 Centralized republic — France 

2 Aristocratic government. No existing example 

3 Monarchy: 

a Absolute. Found now only among obscure peoples 
h Limited. The United Kingdom of Great Britain and 
Ireland ; the German Empire 

ECONOMICS 

The proper teaching of economics like the teaching of any science 
demands on the part of the teacher thorough preliminary training, 
and a well defined purpose to dignify the study, by making it first 
of all a means of mental discipline. 

The method employed should be, first, the exposition of a body 
of principles through the medium of a textbook, supplemented by 
the explanations of the trained teacher; second, the testing of the 
ability of the pupils to understand and apply these principles at 
every step by the solution of original problem questions based on 
actual business conditions ; third, the application of this body 
of economic theory, when thoroughly mastered by the pupils, to 
the study of the great economic problems of the age, such as the 
tariff, the trust, municipal ownership, the labor question. 



155 

Taught aright, economics gives a training suppHed in Hke degree 
by no other subject and is, therefore, essential to every complete 
scheme of education. The training though not less valuable, differs 
from that given by mathematics. The reasoning of mathematics 
is rigid, inevitable : given certain premises, certain conclusions 
must follow. The reasoning of economics is probable reasoning: 
given certain data, certain results probably will follow, for eco- 
nomics must allow at every turn for that most variable element, 
human nature. The reasoning of economics is, therefore, the. rea- 
soning commonly used in life ; hence the special value of the 
subj ect. 

Though economics has generally suffered from too popular a 
treatment, it is well for the teacher to be on his guard lest he make 
the subject too general, too far removed from the life of the 
student. The teacher must always remember that the economic 
world whose basic principles he is seeking is not the world of 
Adam Smith of 1776 in England, but that of the pupil now and 
here in New York State; that the principles of economics are not 
like those of geometry, of universal validity, but are valid only 
for communities of men of the kind studied and at the time 
studied. The political economy of the Hottentot is not the political 
economy of the citizen of New York State. Teaching, therefore, 
must be concrete, every principle must be tested by applying it to 
actual conditions in the local community. If this be done, the student 
will not be guilty of the common fallacy of setting practice over 
against theory. He will realize that every theory which does not 
square with actuail business conditions is an incomplete or falla- 
cious theory. In order that a sense of reality may be secured it 
is recommended that there be a study of the industries of the neigh- 
borhoods; that visits be made to local establishments and that the 
workings of economic principles be there tested by questioning the 
men ; that the pupils be required to read the financial and commer- 
cial columns of the newspapers and especially of trade papers, and 
that the census reports and bulletins and the various publications of 
the Department of Commerce and Labor, of the Interstate Com- 
merce Commission, of the other federal departments, of the New 
York State Departments of Labor, Banks, Insurance etc., be on 
file and that they furnish the material for many assigned lessons 
and recitations. 

No subject requires the exercise of greater skill in adaptation 
on the part of the teacher. It may be taught so as to test the 



156 

acutest mind, ot made so simple that a child may grasp its prin- 
ciples. The ways of approach are many ; no two textbooks agree 
in the order of the subjects treated or even in the context of the 
subject. 

It is highly desirable that every school have a working library 
of the latest books, so that the teacher may go into the recitation 
with a full, up-to-date knowledge, and that the pupils may gain 
other points of view as well as those of the textbook and may 
cultivate the habit of studying, from all sides and intensively, the 
questions which come before them. A judicious selection from the 
following books is recommended as the beginning of such a library : 

Adams. The Science of Finance. Holt 

Adams & Sumner. Labor Problems. Macmillan 

Bastable. Theory of International Trade. Macmillan 

Bogart. Economic History of the U. S. Longmans 

Biicher. Industrial Evolution. Holt 

Bullock. Selected Readings in Economics. Ginn 

Burton. Crises and Depressions. Appleton 

Cheney. English Industrial History. Macmillan 

Clare. The A. B. C. of P'oreign Exchange. Macmillan 

Clark. Essentials of Economic Theory. Macmillan 

Commons. Trade Unionism and Labor Problems. Ginn 

Cossa. History of Economics. Macmillan 

Day. History of Commerce. Longmans 

Dewey. The Financial History of the United States. Longmans 

George. Progress and Poverty. McClure 

Greene. Corporation Finance. Putnam 

Hobson. The Evolution of Modern Capitalism. Scribner 

Jenks. The Trust Problem. McClure 

Jevons. Money and the Mechanism of Exchange. Appleton 

Johnson. American Railway Transportation. Appleton 

Ocean and Inland Water Transportation. Appleton 

Money and Currency. Ginn 

Marshall. Principles of Economics. Macmillan 

Meade. Trust Finance. Appleton 

Mitchell. Organized Labor. American Book Co. 

Patten. The Economic Basis of Protection. Lippincott 

Rae. Contemporary Socialism. Scribner 

Report of the United States Bureau of Labor on Labor Laws in the 

United States. Department of Labor 
Ripley. Railway Problems. Ginn 

Trusts, Pools and Corporations. Ginn 

Seager. Introduction to Economics. Holt 

Seligman. Principles of Economics. Longmans 

Semple. American History and its Geographical Conditions. Houghton 

Smart. Introduction to the Theory of Value. Macmillan 

Stanwood. American Tariff Controversies of the 19th Century. Houghton 



157 

Taussig, Tariff History of the U. S. Putnam 

Townsend-Warner. Landmarks in English Industrial History. Macmillan 

Webb, Industrial Democracy. Longmans 

White. Money and Banking. Ginn 

Willoughby, Workingmen's Insurance. Macmillan 

Wright. Outlines of Practical Sociology. Longmans 

The following content and arrangement of topics is merely sug- 
gested as one of many ways of treating the subject. 

The old-time division into consumption, production, exchange 
and distribution is now replaced by the better threefold division 
of consumption, production and distribution. Greater emphasis 
should be laid than heretofore on consumption and its treatment 
should come where it logically belongs, first ; for consumption is the 
motive force for production : first comes a want, then the produc- 
tion of the article to satisfy the want. 

The chapters on the industrial development of the United States 
which form the opening portion of some textbooks in economics, 
belong more properly to the course in American history, and, there- 
fore, are not to be regarded as a part of the course in economics. 

The suggested topics for the course in their logical order are, 
therefore : 

I Consumption 

A Human wants : their classification ; how satisfied ; why wants 

increase; how new wants are created and the significance of 

this to the business man 
B Utilities: kinds of utility; elementary or qualitative; form 
utility ; place utility ; time utility ; quantitative utility 

Goods, economic and free ; the transition from one to the 
other ; the law of diminishing utility ; marginal utility ; 
present goods vs future goods ; the law of demand, causef 
of increase or decrease in demand ; elastic vs inelastic de- 
mand ; stimulation of demand ; the law of variety ; the func- 
tion of advertising; the eflfects of prosperity and adversity 
on demand, of changes of fashion, of accident; the law of 
least social cost 
C Productive consumption and final consumption 

Necessaries ; luxuries ; the transition from one to the other ; 
waste; the effect of lavish expenditure on economic condi- 
tions; waste vs saving; the benefits of saving; statistics of 
consumption ; household budgets ; Engel's Law ; the waste 
of American families ; the overindulgence in luxuries ; the 



158 

influence of education in expenditures; the function of the 
high school in the development of taste; the waste in the 
use of more expensive foods ; the study of nutrition ; the 
economic effects of cheaper substitutes for meat; the waste 
of overeating; how a given income in the pupils' home city- 
might be made to satisfy a greater variety and amount of 
wants 

II Production 

A Production : its definition, nature and limits 

1 Value, the motive force of production; price, the measure 
of value ; the conceptions of value prevailing at various 
times as cost of production, cost of reproduction ; the labor 
theory; the marginal utility theory 

2 Value as estimate of marginal utility; the relation between 
value and the cost of production of the marginal producer; 
value, a social product ; marginal not total utility the 
standard for the comparison of the value of commodities ; 
normal value and market value under competitive conditions 
and under monopoly conditions; the value of joint products 
as that of a sirloin steak ; value due to quantitative utility — 
a pair of shoes, a matched four of coach horses ; value as 
affected by custom, by use of large fixed capital, by by- 
products, by tariffs, bounties and other taxes 

3 Market prices under competitive conditions ; the meaning of 
market ; why the market is ever widening ; the comparative 
variations in wholesale and retail prices ; the haggling 
process, the marginal buyer and the marginal seller ; the 
causes of the variations in market prices generally classified 
as supply and demand ; meaning of these two terms ; why 
supply and demand in themselves are no explanation of 
prices ; the effect of the money supply on prices, of the ex- 
tension of credit facilities (to be fully discussed under 
money), of improved methods of transportation, of mailing 
facilities ; the economic friction which retards the operation 
of the law of price ; market price under monopoly condi- 
tions ; explanation of the formula " monopolies tend to fix 
prices at point of greatest net return " 

B The factors in production 

The products of the country are dependent upon 
I Physical conditions 



159 

2 Labor : number of laborers ; efficiency of the individual 
laborers 

3 Material equipment 

4 Organization of the laborers and their adjustment to the 
physical environment and to the material equipment 

Or, as generally stated, nature, labor, capital, business man- 
agement are the factors in production 

1 Physical conditions, natural resources: (a) land, (b) 

w^ater, (c) vegetable life, {dj animal life, (e) minerals, 
(/) forces of nature 

The special natural advantages of Nev^ York State : advan- 
tages for agriculture due to situation and to fertility of 
soil ; mines and forests ; water power ; the possibility of 
electrical power transmission ; rivers and lakes ; natural 
harbors 

A study of the products of New York State as dependent 
upon natural causes 

The law of diminishing returns as applied to agriculture, 
mines, fisheries, building sites 

2 Labor: product depends (a) on number of laborers, the 

problem of population; (b) on the efficiency of the in- 
dividual laborers 

a Reason for the increase or decrease in population of 
various countries ; the birth rate and the death rate ; the 
influence on both of education, of improved sanitary con- 
ditions, of different social standards ; the Malthusian 
Law ; the vital statistics of New York State and of the 
locality as showing increase or decrease in the working 
population ; reasons for this ; the effect of immigration and 
emigration ; statistics for New York State 

b Efficiency of individual laborers dependent upon (i) 
health; (2) physical strength and endurance; (3) intelli- 
gence; (4) judgment; (5) ambition; (6) energy; (7) 
perseverance; (8) imagination; (9) mechanical ingenu- 
ity; (10) technical knowledge. The efficiency of workers 
as tested by unit cost. The relative efficiency of Amer- 
ican workmen and those of foreign countries [See tables 
of Brassey] 

3 The material equipment — capital 

a Definition of capital ; the origin of capital ; capital and 
capital goods; the chief kinds of capital goods; the dis- 



160 

tinction between fixed and circulating capital goods; 
specialized and free capital goods 

b The advantage of the capitalistic method of production; 
the law of diminishing returns in capital; capital (capital 
funds), the result of saving 

c The chief ways in which capital funds are converted into 
capital goods : ( i ) through the investment of one's sav- 
ings in one's own business, (2) through direct borrowing 
of the savings of others, (3) by indirect borrowing 
through the agency of banks 

d Production conditioned by ability and will to save. Capi- 
talistic production a modern development 

Business organization 

a The system of cooperation 

(i) Simple cooperation through joining together as corn- 
husking or a barn raising 

(2) Division of occupation or simple division of labor 

(3) Complex division of labor within an occupation 

(4) Territorial division of labor 

b The evolution of cooperation : economic stages in the 
evolution of our complex division of labor; their survival 
in our own State ; the causes making possible our present 
division of labor, as transportation, differences in climate, 
ability of laborers, natural products 

c The advantages of the division of labor; disadvantages, 
and how these may be ameliorated 

d The work of the entrepreneur as business organizer, the 
qualities required 

e Cooperation as seen in the division of industry in the 
United States as classified in the census, i. e. (i) the ex- 
tractive industries, mining, lumbering, agriculture, fishing; 
(2) manufacturing; (3) transportation; (4) trade and 
commerce; (5) professional, domestic and personal service 
industries 

/ The statistics of labor, capital and product for New York 
State as shown in the federal census of manufactures 
for 1905. The chief industries of the locality and the 
reason for their presence in the locality. A detailed study 
of the organization of some one industry of the locality 

g The chief forms of business organization 
(i) The single entrepreneur 
(2) The partnership 



161 

(3) The simple corporation 

(4) The trust or holding company 

(5) Organized society. Government ownership 

h The advantages and disadvantages of the corporation 
(i) The method of organizing corporations, the issuing of 

securities, the various kinds, dividends 
(2) The advantages of large scale production. Cases 
where large scale production is not desirable. The tend- 
ency to large scale production as seen in manufacturing. 
Census reports. Reasons for the varying proportions of 
wages and capital to product in different industries 
i The trust problem. Pools 

(i) The trust and the holding company defined and illus- 
trated 

(2) The chief objections to the trust, extortionate prices, 
the watering of stock, unfair competition, political in- 
fluence. Remedies for each 

(3) The advantages of trusts 

(4) Recent decisions of the courts on trusts 

(5) The Sherman Act 
y Transpo-rtation 

(i) The chief land and water transportation systems of 
New York State 

(2) The comparative cO'St per ton-mile of the various 
metliods of transportation, by manual power, animal 
power, water, steam, electricity 

(3) The theory and practice of rates. "What the traffic 
will bear." 

(4) Discrimination in rates and its consequence 

(5) The work of the Interstate Commerce Commission 
and of the Public Service Commission of New York 
State; the object of building the barge canal 

k Marketing goods 

(i) The reasons for the exchange of commodities as found 
in dififerences of climate ; of other environment and of 
ability and of wants. The la\y of comparative costs as 
the basis of exchange 

(2) The mechanism of exchange as weights, measures etc. 

(3) The historical forms of exchange as gift, barter, for 
money, on credit. The transition from the handicraft 
system to the system of today. Why the fair and the 
weekly market have disappeared 



162 

(4) The service rendered by the middleman ; why he is 
being eliminated by the trust; the benefits and evils of 
the department store 

(5) The services rendered by government to domestic 
commerce 

/ Money 

(i) The historic forms of money; the functions of money; 
the quahties of good money; why gold and silver have 
become the favorite money substances 

(2) The value of money; upon what dependent; the con- 
nection between the amount of money and prices ; the 
discussion of the quantity theory of money; the use of 
index numtjcrs for determining a general rise or fall 
in prices 

(3) The classes affected by dear money and by cheap 
money 

(4) The single standard, the double standard, the multiple 
standard, the advantages and disadvantages of each 

(5) Debasing the coinage, some historical examples; Gres- 
ham's Law ; the issue of paper money ; effects ; experi- 
ence with the greenbacks ; legal tender ; our present 
money system 

(6) The bimetallic controversy; "the crime of '73", the 
Bland-Allison Act, the Sherman Act, the Gold Standard 
Act; why the agitation has died out 

m Credit 

(i) Meaning of credit 

(2) Necessary conditions for its existence; benefits and 
evils of ; effect on prices 

(3) The chief forms of credit paper as bonds, promissory 
notes, drafts, certificates of deposit, express and money 
orders, letters of credit, uses and forms of each; book 
credits ; the work of a credit man ; the services rendered 
by Bradstreet and Dun 

(4) Speculation: benefits and. evils 

(5) Instruments for sipeculation as stock exchanges and 
agents as brokers 

(6) Panics and financial crises: their causes, effects; the 
chief crises of the past century 

n Banking 

(i) The origin of banks; the chief services rendered by 
banks; meaning of a bank as a manufactory of credit. 



163 

How banks extend credit; the nature of bank deposits; 
the bank reserve and its efifect on trade conditions 

(2) The issue of bank notes; history of the important 
features of banking in the United States ; wild-cat bank- 

f ing; the National Bank Act 

(3) The State Banks of New York State; branch banking; 
building and loan associations; the chief features of 
great European and Canadian Banks that are super- 
ior to ours 

(4) Proposed improvements in our banking system, the 
central bank, postal savings banks 

(5) The work of the trust company; of savings banks; of 
private banks 

(6) The functions and workings of the clearing house 
o Foreign trade 

(i) Chief exports and imports of the United States and 
of the Port of New York; meaning of a favorable bal- 
ance of trade; how the difference between imports and 
exports is made up; the settling of balances; bills of ex- 
change, how the rate is determined, arbitrage transac- 
tions 

(2) Causes affecting the rates of exchange; the gold 
points 

(3) Govermental aid to foreign trades through our sys- 
tem of ambassadors, consuls and special agents ; through 
mail and ship subsidies; through commercial treaties, 
through publications 

(4) Governmental restrictions on foreign trade through 
bounties, tariffs, tonnage, duties etc. 

p The tariff question 

Summary of the more important tariff acts in our history ; 
the arguments for and against a protective tariff; the 
difference between a revenue and a protective tariff; 
reciprocity; the most favored nation clause; the argu- 
ment for bounties ; the tariff systems of foreign countries 
q Insurance 

Nature and value of various kinds and systems of insur- 
ance, fire, marine and accident 

III Distribution 

The problem of distnibution ; the nature of income; gross in- 
come, as replacement fund and as fund available for current 



164 

consumption (allocation fund). The effect of changes of 
prices on income ; real income and money income. The 
shares in the product, rent, wages, interest, profits 
A Rent 

Rent ; various definitions of rent ; the Ricardian theory of 
rent; other theories; the connection between rent and 
prices ; the effect of changes in economic conditions on 
rent ; agricultural rent and urban rent ; house rent and 
ground rent; the unearned increment; the ca,pitalization 
of rent; the taxation of rent; the theory of Henry George 
B Wages 

I Definition of ; money wages vs real wages ; time wages 
and piece wages ; theories of wages ; the iron law ; the 
wage fund, bargain theory, productivity theories ; the 
reconciliation of these theories 
2' The eff'ect on wages of machinery; of the agreeatleness 
or disagreeableness of the work ; of the social esteem in 
which occupation is held ; of the chance for promotion ; of 
international competition; of irregularity of employment; 
of education 

3 The labor problem a wage problem ; attempts at solution, 
premium plans, profit sharing, cooperation 

4 The work of the labor union, the weakness of the uniform 
minimum union wage; the effect on wages of the restriction 
of output; of the limitation of the hours of labor; of the 
limitation of the number of apprentices; of the strike; of 
the lockout ; of the boycott ; of the black list ; of concili- 
ation and arbitration 

5 The Massachusetts system of arbitration; the Canadian 
system ; the labor legislation of New York State ; working- 
men's insurance ; the work of the state and federal labor 
bureau; women's wages and hours of labor; child labor 
laws 

6 The wages paid in typical local industries and the reason 
for the differences ; the opportunities in the various trades 
for a livelihood for the boys and girls from schools 

C Interest 

1 Definition of ; why paid ; various theories ; the canonist (or 
the church), the abstinence, the productivity; the Austrian, 
the socialist theory 

2 The rate of interest; on what it depends; why the rate 
varies in different localities and countries ; the rate on call 



165 

money ; on commercial paper, on long time loans ; gross 
interest; net or pure interest; causes of the fluctuation in 
the rate ; the effect of usury laws on the rate ; the money 
rate as an index of trade conditions ; why the rate of the 
Bank of England affects business in New York ; the money 
rate as the barometer of the stock market 
D Profits 

1 Competitive profits 

Gross profits and net profits ; why profits appear as a dis- 
tinct share in distribution ; profits as the payment for 
risk; distinction between profits as compensation for 
management and as compensation for risk; the analogy 
of profits and rent ; tendency of profits to increase or de- 
crease; effect of education on profits 

2 Monopolies 

a Different kinds of monopolies: (i) personal; (2) legal 
— (a) private, (b) public; (3) natural monopolies of 
situation; (4) natural monopolies of organization; (5) 
capitalisitic monopolies; (6) labor monopolies 
b The formula of monopoly price " point of greatest net 
return." How each form of monopoly seeks to obtain 
the greatest returns. Methods of concealing monopoly 
profits 
c Limitations on power of monopoHes to fix prices, (i) 
Power of substitution. (2) Potential competition. (3) 
Legal interference 
E State control of industry 

1 Methods 

a Through regulation of prices 

b Through regulation of industry 

c Through regulation of profits 

d Through prohibition of combinations 

e Municipal ownership — the arguments against and for 

/ Socialism 

2 Agents 

a Interstate Commerce Commission ' 

b Public Service Commission 

c State Departments — Banking and Insurance 

d Statutes 

e The courts 



166 

3 Socialism : definition of ; danger of confounding with an- 
archism and communism; tabulation of socialistic enter- 
prises in this State and in the nation ; the nature of social- 
istic society ; its effect on the individual ; dangers and tend- 
encies of socialism 
F Revenues and expenditures 

1 Chief sources of revenue : 

a Public domains and public industries 
" b Fees and licenses 
c Fines 

d Special assessments 
e Loans 
/ Taxes 

2 The just basis of taxation 
a The benefit theory 

b The cost of service theory 
c The ability or faculty theory 

Ability theory ; -proportional taxes ; progressive taxes 

3 Direct and indirect taxes 

4 The shifting of taxes ; the incidence of taxes 

5 Local, state and federal taxes ; kinds and amounts of each 

6 The local taxes, the general property tax, the principle of 
assessment, the assessing body, equalization boards, argu- 
ments against general property tax; the separation of the 
real estate tax into tax on land and tax on improvements, 
the tax on unearned increment, why the tax on personal 
property is a failure 

7 State taxes: the corporation tax (two kinds) ; the inheri- 
tance tax ; licenses ; the franchise tax 

8 Federal taxes 

a Customs taxes, method of levying duties, the incidence 
of custom taxes, ad valorem vs specific taxes and the 
effects of each 

b Excise taxes, mercantile paper, etc, 

c The income tax, proportional or progressive ; arguments 
for and against, question of constitutionality 

9 Public loans: methods of issuing; effects; purposes for 
which public loans should be made 

10 The machinery of the budget, local, state and national 

11 Tax reforms, chief changes needed for a good system 
of taxation 



12 Expenditures 

a Public expenditures : deficits, when excusable and how 

met ; deceptive budgets ; need for better and more uni- 
form systems of public accounting 
b The last municipal budget: total amount and a list of 

its principal items ; classification of items according to 

the general purpose of each 
c County expenditures: tabulation of expenditures from 

the last report of the board of supervisors 
d Appropriations of the last State Legislature: general 

appropriations ; special appropriations ; the supply bill ; 

why the Governor may veto items in appropriation bills 
e The appropriations of the last national Congress: the 

large items ; classification of items according to the 

general purpose of each 
/ Waste of public moneys ; the causes : ( i ) ignorance and 

inexperience of ofificials; (2) dishonesty; (3) poor 

business management; (4) "log rolling"; (5) pubhc 

ignorance and indifference 
g Economic folly (i) of wasteful public expenditure, 

(2) of public parsimony 
h Tendencies toward an increase in public expenditures, 

national, State and local; reasons for this increase 



